Education & Pedagogy

Now in its third year of implementation, the new secondary education teacher preparation program at Kansas State University (KSU) is designed to enhance the climate for educational reform. The program includes liberal arts studies, a defined course of study for each secondary teaching discipline, and three sequentially ordered semester blocks of professional studies. The program fits into principles used as guidelines for effective educational experiences (American Association for Higher Education, 1987). Significant aspects of the KSU secondary education program include integration of theory and practice, three sequentially developmental blocks of professional education, active learning promoted by extensive student-faculty contact, instructor modeling, peer coaching, beginning attempts to bridge professional education with arts and sciences, and ambitious research studies to evaluate the program. The strength of the program lies in the attention to core knowledge, academic richness, active learning, and clinical experiences as they are embedded within the larger context of educational leadership. (Author/JD)

Adult education is an umbrella concept under which come various dimensions, including adult literacy, adult basic education, continued education, continued professional education, and adult vocational education. To be effective, an adult educator must realize that: (1) adults learn differently than children do; (2) adult education must develop self-directed independent learners; (3) adults want to be challenged; and (4) adult educators must be critical of themselves. Certain basic principles are involved in developing effective strategies and techniques in the classroom. They are: participation, respect for self-worth, collaboration, practice, critical principles input or critical reflection, and self-directed learning. Adult educators should prioritize these six principles with respect to their practice. As instructors working with learning disabled adults, educators should realize there are problems and deal with them; know what methods are available to deal with them; implement them; and have a plan of action to get learners through learning barriers. (YLB)

Continuing education systems can improve the performance of health workers in countries around the world and support the functioning of district health systems. Continuing education guides health personnel toward the principles and methods of primary health care and improves their work with the community and family to attain an adequate level of health. The components of the district health system continuing education are planning and management, community involvement, financing and resource allocation, and district human resources development. Factors affecting continuing education at district level are: (1) system organization; (2) political and financial commitment; (3) health systems and personnel; (4) educational needs and levels; (5) target groups; (6) involvement; (7) problem solving; (8) resource persons; (9) evaluation; and (10) performance assessment. Both the World Health Organization and its Member States should encourage operational and action research on continuing education and health services to be used in future health planning. (16 references) (NLA)

Eight examples of innovative and outstanding energy education programs are described. These programs were selected using state criteria and at least four independent reviewers. While Project Synthesis offered a desired state, these examples of excellence provided views of what is already a reality. The goals of an exemplary science program are provided along with the criteria for excellence. The programs described are: (1) "Pathways to the Future"; (2) "The Best of Energy--$1,000,000 Energy Challenge"; (3) "The Energy Management Center"; (4) "Energy Education at Houston's Outdoor Education Center"; (5) "The Energy Studies Center: Providing Skills For The Future"; (6) "Poss's Energy Posse"; (7) "Toward an Energy Consciousness"; and (8) "Energy Studies and Physical Sciences." Presented is a critique on excellence in teaching energy education. (KR)

This report represents the second follow-up study by the Teacher Education Assessment Committee (TEAC) at Central Missouri State University (CMSU). The TEAC conducts and publishes results of periodic assessments and evaluations of the university's teacher education programs by soliciting input from: (1) the university teacher education faculty; (2) preservice teacher education candidates; (3) inservice teachers and other graduates of the teacher education program; and (4) employers of educators prepared by the university. Graduate and student teacher respondents were given questions on biographical background, current employment status, and attitudes toward the teacher education program at CMSU. Questions addressed to the other respondents asked for a broader assessment of the program. The results of all assessments and evaluations will be applied to the current teacher education program and shared with school districts that employ the university's graduates. Background information and current activities of the TEAC are presented in this paper, and the survey instruments with their findings are reproduced. (JD)

The purpose of this study was to determine if a 7-hour "Project Learning Tree" (PLT) workshop had a positive effect on pre-service teachers' attitudes toward teaching environmental education. The subjects of the study were 140 pre-service teachers enrolled in an elementary science education course in Pennsylvania. Attitude was measured using the "Environmental Education Attitude Scale" developed for the purpose of this project. The findings of the study include: (1) pre-service teachers showed a significant positive change in attitude score toward environmental education after participating in the 7-hour PLT workshop; and (2) pre-service teachers showed significant positive changes in their mean attitude score on three of the four subcomponents of the scale. The cumulative score on the subcomponent scales for comfort/discomfort, need, and equipment/technology showed positive changes. The cumulative score on the time subcomponent did not show a positive change in attitude. (KR)

This document provides the teacher education faculty with a list of tasks and procedures for adapting and completing a set of 10 standardized figures which should accurately depict the knowledge base of their institution's teacher education program, including its component programs (i.e., general education, professional education, and each specialty program) and courses of instruction. These 10 figures provide a uniform system for defining, documenting, and explaining the knowledge base for a nested, systems management, composite model. An explanation of each of the three models embodied in the composite model is provided. Appendixes include a set of 10 figures to be adapted and completed by the teacher education faculty, including examples of completed figures and the definition of terms and bibliographies associated with them, and 3 procedures checklists designed specifically to assist faculty in adapting and defining the 3 figures which document the knowledge base of each component program within the teacher education program. (Author/JD)

This report describes a concept for providing innovative opportunities for Virginia students identified as gifted in the technical arts or other areas. The approach unites the areas of vocational education, programs for the gifted, and career education and guidance in a partnership to: encourage gifted students to pursue offerings in vocational education, present gifted students with more information and experience about potential careers, and eliminate artificial distinctions between vocational and general education. The report discusses: (1) benefits of the approach for students, educators, parents, and communities; (2) procedures involved in identification and placement of gifted students; (3) ways of arranging the learning environment to meet the educational needs of gifted students in technical arts education, including examples of model programs and courses in operation in Virginia; and (4) issues in the area of personnel, such as personnel training, teacher qualifications, and parental and community involvement. Includes a list of 11 suggested readings. (JDD)

This booklet provides information intended to contribute to the business community's knowledge about major issues and goals of teacher education. In addition, the booklet offers specific suggestions on ways corporate funders, concerned about the quality of classroom teachers, can develop and support appropriate projects to promote better teacher preparation. Business leaders can: (1) help design more effective general education curricula; (2) make sure teachers know a variety of ways to teach; (3) create a model teacher education program; (4) recruit top-quality students; and (5) link teacher education with school reform. Specific strategies which are discussed include: helping to create effective clinical schools; providing scholarships and fellowships to future teachers; developing new teaching assessment models; setting up an individual partnership program between employees and teacher education programs; and developing case studies for future teachers. (IAH)

Education, a basic need, is the foundation of developing countries such as Bangladesh. Ignorance and illiteracy are obstacles to growth and technological progress. Formal schooling must be supplemented with nonformal education, distance education, and out-of-school education for workers who want to continue their studies. Universities must develop mass education programs and alternative systems to eliminate discrimination against rural and disadvantaged groups. The relationship between universities and the adult world should address the underuse of human resources. One alternative, the open university, delivers mass education through a multimedia approach and structured courses for home-based students. Three factors affect educational development: (1) financial constraints; (2) continued rapid population growth; and (3) structural changes in the economy. Through the use of new communication techniques, access to educational programs can be extended to large rural audiences through satellite communication and fiber optic cable. By using both conventional and alternative educational systems, there will be a pooling of knowledge and ideas. (NLA)

The course of study for students in elementary schools in Japan is outlined in this document. The first of four chapters puts forth general guidelines that a Japanese elementary school should seek to follow. Comprising the greater part of the document, the second chapter outlines the objectives to be achieved by students in eight subjects. For each of the eight subjects (Japanese language, social studies, arithmetic, science, music, arts and handicrafts, homemaking, and physical education), an overall objective is listed followed by specific objectives and contents for grades one through six. The third chapter puts forth the objectives and content of the class on moral education. The fourth chapter is on special activities, listing objectives to be achieved in pupil activities, school events, and classroom guidance. An extract from the enforcement regulations of the school education law is included in an annex. (DB)

This report addresses key elements that are part of the responsibilities of state councils on vocational education as required by the Carl D. Perkins Vocational Education Act of 1984. A core of requirements known as "common elements" provide compatible information from all states and territories. The report is organized in three sections and the following common elements are included: (1) under the Carl Perkins Vocational Education Act--accessibility and set-asides for special populations, funding formula for disadvantaged/handicapped, private-sector involvement, and allocation of state allotments; (2) under the Job Training Partnership Act (JTPA)--populations with serious barriers to employment and JTPA standards; and (3) under Vocational Education/JTPA Coordination--public education delivery system and local coordination. For each section, questions are answered using tables and data collected from Illinois vocational education programs. Eighteen tables are included in this report. (NLA)

This issue paper focuses on the first of six national education goals described by President George Bush on January 31, 1990. The intent of this goal is that by the year 2000 all children in the United States will start school ready to learn and that appropriate federal and state policies will be in place. The paper is organized as follows: (1) a review of studies and selected state profiles; (2) federal child care initiatives; (3) a summary of the state of the scene; (4) early childhood policy questions; and (5) policy issues for teacher educators. Three appendixes consist of entries on early childhood education from the December 1990 American Association of Colleges for Teacher Education (AACTE) survey, "Teacher Education Policy in the States: A 50-State Survey of Legislative and Administrative Actions"; policy choices; and the names of members of the AACTE Early Childhood Advisory Group. (LL)

The purpose of this book is to discuss the history of educational reform in India and describe the steps taken by government to implement new policies. An education commission, better known as the Kothari Commission, published its report in 1966. As a result, the National Policy on Education (NPE) emerged in 1968 and was considered a major step towards improving the quality and content of education in the country. Following a preface, nine chapters trace the history of educational reforms in India: (1) Educational Reforms in India; (2) National Policy on Education, 1968; (3) Draft National Policy on Education, 1979; (4) National Policy on Education, 1986; (5) Merits of NPE; (6) Parliamentarians on NPE; (7) Progress in the Implementation of NPE; (8) Analytical Opinions on NPE; and (9) Corrective Measures for the Implementation of NPE. Two appendixes, "Revamping the Educational System" and "Implementation of New Education Policy (December 1987)," are included. (LL)

This guide assists in planning, designing, and implementing activities that increase people's awareness of careers in special education. It encourages practicing special education professionals to promote special education careers at the local level. The guide provides strategies for organizing recruitment efforts. Tips for getting started include assessing the community, determining one's information needs, and recruiting in one's area of expertise. Presentations are described as an effective technique for informing audiences about career opportunities and motivating them to consider choosing a career working with special education students. Steps in preparing, presenting, and evaluating individual and panel presentations are listed. Steps in planning displays and face-to-face encounters are also discussed, and other activities are noted, such as developing public service announcements. Appendices provide handout samples on the field of special education, a sample presentation, suggestions for presenters, sample overheads, answers to typically asked questions, a presentation evaluation form, a sample display layout, and a resource list of 15 organizations. (JDD)