Education & Pedagogy

This annotated bibliography documents the wealth of scholarship on gender and higher education in the Commonwealth, particularly in low-income countries. It contains the texts that do not reach the public domain, including conference papers, seminar papers and MA and doctoral theses. The aim is to present as full a picture as possible of issues, debates and concerns that have arisen over the past ten years. The bibliography originated in the Gender Equity in Commonwealth Higher Education Research Project. While there is literature on girls and education in low-income countries, there is little material published about women's experiences of higher education, despite the research on gender equity in higher education across the Commonwealth. "Researching Women" addresses this lack by describing the location and reviewing the content of writing from Africa, Asia, the Caribbean, Australasia and the UK. As such, it should be a valuable resource for gender scholars who are interested in international patterns and interventions for gender equity in higher education.

What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context.

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2011 proceedings, see ED518589.]

Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors. The following chapters are contained in this book: (1) Trilingualism; (2) Hamelin/Laie Schools, Barcelona: Education in Castellano, English, and Catalan; (3) American School of Barcelona: Education in Castellano, English, and Catalan; (4) Colegio Pestalozzi, Buenos Aires: Education in Spanish, German and English; (5) Riverview Elementary School, San Diego, CA: Education in Spanish, English and Mandarin Chinese; (6) Awareness of Trilingual Immigrant Experiences in the U.S.; (7) Conclusions. Also included is a Trilingual Education Program: Planning Workbook.

A college education has long been acknowledged as essential for both personal success and economic growth. But the measurable value of its nonmonetary benefits has until now been poorly understood. Walter W. McMahon, a leading education economist, carefully describes these benefits and suggests that higher education accrues significant social and private benefits. McMahon's research uncovers a major skill deficit in the United States and other OECD countries owing to technical change and globalization. Yet a college degree brings better job opportunities, higher earnings, and even improved health. Higher education also promotes democracy and sustainable growth and contributes to reduced crime and lower state welfare and prison costs. These social benefits are substantial in relation to the costs of a college education. Offering a human capital perspective on these and other higher education policy issues, McMahon suggests that poor understanding of the value of nonmarket benefits leads to private underinvestment. He offers policy options that can enable state and federal governments to increase investment in higher education.

One of a series of profiles prepared by the Cooperative Educational Abstracting Service, this brief outline provides basic background information on educational principles, system of administration, structure and organization, curricula, and teacher training in Australia and Australian Territories (Papua, New Guinea and Norfolk Island). Statistics provided by the Unesco Office of Statistics show population and inhabitants per square mile; enrollment at all levels; teachers at all levels; population by age groups; public expenditure on education; educational indicators by subject (level enrollment ratios, maximum age specific enrollment ratio, enrollment in natural and applied sciences at the third level, third level graduates per ten thousand inhabitants aged 20 to 24, expenditure as a percentage of budget and of GNP percentage of adult population with no schooling). A chart showing the administrative pattern of two states is included. For a description on the general nature of the Country Education Profiles, and for a list of related documents see SO 005 686. (JMB)

The current emphasis in education is on career education and exploring the most effective means for preparing youth to become self-fulfilled and contributing members of society. The major factor leading to this educational priority is the increasing demand for relevance in the entire educational structure. This Yearbook was prepared within the conceptual framework of relevance. Its basic theme is dialogue between business educators and those segments of society most concerned with business education: the students themselves, parents, entry-level employees, teachers and supervisory personnel, members of the business community, and other community leaders. Each chapter contains a set of interview transcripts followed by a reaction statement by a business educator. The last chapter presents the editors' reactions to the dialogues and to business education as it moves closer to relevance. (MF)

Resulting in part from a project designed to identify and describe comprehensive programs of excellence in career education, this curriculum guide is the fourth in a series describing current, successful career education practices. Intended for high school teachers, this monograph is a guide to the career education concept and the process for implementation in the secondary curriculum. Among the topics discussed are: (1) rationale for career education, including a definition of career education and problems associated with implementing a career education program, (2) 10 processes for implementing a career education program, including such processes as using advisory committees, providing job-related training, using the community as learning space, organizing student clubs, and charting student progress, and (3) necessary changes to ensure successful implementation, such as staff and curriculum changes. Other booklets in this series are available as VT 020 082-VT 020 090 in this issue. (SB)

This booklet summarizes selected facts and suggestions for the use of State staffs in planning for the development of cooperative vocational education programs under Public Law 90-576. Designed to provide pertinent information as technical assistance for facilitating the decision-making process, this resource manual is intended for use in conjunction with "A Guide for Cooperative Vocational Education," (ED 037 564) published by the University of Minnesota. Term definitions, funding sources for cooperative education, selected regulations for State vocational education programs, allowable expenditures of Federal and matching funds, persons served by cooperative programs, and additional programmatic information are included. A comparative analysis of State, cooperative, and work-study programs for vocational education is presented in a 3-column format. The resource materials were prepared by an education program specialist, under the direction of the chief of state programs and services. (AG)

This paper suggests a theoretical grounding for considerations about education from which a conceptual model for an educational setting can be derived. The author discusses the distinction between schooling and education, the biological necessity of education, and the organization of education. He considers four criteria of education that translate into adaptation, participation, creative contribution, and constructive transformation of the enrironment. These four criteria are seen to occupy different focus centers in schooling, depending on the age of the individual. The author argues that, although schools can be expected to do a reasonably good job with regard to helping the individual adapt to and participate in the environment, present institutional conservatism is educationally restrictive and prohibits the constructive transformation of the environment. The paper concludes by suggesting that schools could more effectively meet the total demands of education by improving the competency of educators through changes in the methods of their selection and training. (DN)

Presented at the American Vocational Association Annual Convention, this paper summarizes developmental efforts being conducted at the Center for Vocational and Technical Education to establish quality modules which can be used successfully by educators in their teacher education classes as well as by in-service vocational education instructors. A project endeavor involving broad-scoped research efforts, these performance-based curriculum modules are being designed in cooperation with selected educational agencies in Missouri and Oregon. Project constraints under which the modules are being prepared include money and personnel resources, time limits in production, and the environment in which the modules are developed and tested. Validity considerations include: (1) establishing content validity by identification and development of performance and general objectives; (2) assessing face validity by identifying problems of use as the modules are developed and field-tested; and (3) assessing construct validity by testing the generalizability of the modules. (SN)

Highlighting vocational education philosophies and needs in individual school districts in Alaska, this position report of the current status of state vocational education programs was developed by the staff of Alaska's Division of Vocational and Adult Education in order to inform the State Board and the Alaskan Legislature of programmatic needs. The six sections of this "state of the art" report cover: (1) a philosophy and definition of vocational education in Alaska, (2) Alaska's unique vocational education imperative, (3) vocational education at each level of the school system, (4) community involvement in those programs affecting the community, (5) establishment of career development centers, and (6) a vocational teacher training design. Recommendations and conclusions of the 2-year study are presented. Various tables and charts present data concerning employment opportunities, programs in operation, and specific programs needed for each school district. (AG)

An emphasis on planned and completed educational reforms in Norway which reflect the attitude that education is a lifelong process is presented in this document. A study is made of some of the trends in the development of the formal school system which have been influenced by the concept of life-long education. This study includes primary, secondary, post-secondary, and teacher education. Organizations responsible for adult education are: (1) voluntary and private institutions, (2) labor, and (3) public authorities. It is pointed out that the greatest problem is to determine to what extent adult education should be state-controlled. It is proposed that the Norwegian Adult Education Institute be established to deal with the problems of adult education and to undertake counseling, contact and advisory service. It is concluded that life-long education in Norway is no longer the concern of an exclusive group, but of society as a whole. (CK)

Written as an abridged companion volume to the seven-volume series, Ontario's Educative Society, this book shares the objective of exploring the development of education in Ontario since World War II. The material is presented within an historical framework and uses a broad definition of education which includes organizations and activities beyond the formal system. The book consists of ten chapters: 1) The Growing Importance of Formal Education for Utilitarian Purposes; 2) The Expanding System; 3) The Quest for Organizational Efficiency in the School System; 4) Province and University Come to Terms; 5) Educational Agencies Outside the Formal System; 6) New Practices and Procedures in the Educational Process; 7) Early Research Efforts and the Development of the Ontario Institute of Studies in Education; 8) Religion and Language; 9) The Burden of Support; and 10) Future Prospects for Formal Education. Related documents are ED 063 225 through ED 063 229; SO 005 311; and SO 005 413. (FDI)

This study for Anne Arundel County, Maryland, has been tailored to fit the local plan for overall staff reorganization, with several organizational charts reflecting impending changes in career education and vocational education staffing patterns. The numerous recommendations fall into three categories: (1) a general overview of the county's education program, emphasizing career and vocational education as priorities for meeting educational needs, (2) suggestions for specific division of administrative responsibilities, and (3) outlines of administrative tasks for each administrative position. An appended interim evaluation report presents, in condensed form, the conclusions reached by outside consultants after interviews with local and state staff members. These conclusions are that six career education areas need administrative reorganization: (1) non-instructional support personnel, (2) research and evaluation support, (3) guidance area, (4) developmental task forces and program supervisors under the Director of Instructional Programs, (5) the Director of Vocational Education and Cooperative Education, and (6) program implementation, through Area Directors and principals. (Author/AG)