Education & Pedagogy

These hearing transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education Act (ESEA), which since 1965 has provided the bulk of federal aid to elementary and secondary schools and related programs. Much of the testimony was from Texas education officials, school administrators, and teachers who voiced opinions about the efficacy of specific programs and activities funded by the ESEA, particularly those items that they would like to see expanded or improved. Testimony was heard from: (1) Representative Gene Green; (2) the deputy director of education policy in the governor's office; (3) the executive deputy commissioner for programs and instruction, Texas Education Agency; (4) the Texas commissioner of education; (5) an official from the Texas State Board of Education; (6) two school district superintendents; and (7) a Chapter 1 educator. (MDH)

This publication provides a pocket-sized compilation of statistical information on American education from kindergarten through graduate school. It is an easy reference for material found in greater detail in the 1993 editions of the "Digest of Educational Statistics,""The Condition of Education," and "Youth Indicators," and unless otherwise noted, the information in this compilation comes from these sources. Education was the primary occupation of nearly 72 million people in the United States in the fall of 1993, a figure that includes approximately 63.9 million students enrolled in elementary, secondary, and higher education. Nearly 3.7 million people were employed as teachers and college faculty, with approximately 4.2 million people in other professional, administrative, and support occupations. More than one of every four people participated in formal education. Thirty tables and 12 figures present information on American education in the following categories: (1) structure, (2) enrollment, (3) teachers, (4) educational outcomes, and (5) finance. (SLD)

This Sourcebook is a compilation of information selected from that reviewed by the Expert Panel that had been appointed to review and assess Federal programs in science, mathematics, engineering, and technology (SMET) education; it also contains information about the Expert Panel itself. The Sourcebook is organized in four sections. Section 1 contains an overview of federal agency budget and program data, together with a matrix of information on federal SMET programs and 16 federal agency mission statements. Section 2 contains an outline of evaluation and other program review activities of the same federal agencies, a matrix explaining the type of review conducted for each program, and 10 individual agency evaluation overviews. Section 3 concerns the organization of the Expert Panel. Section 4 contains a bibliography for those seeking information on SMET education in the United States. (PR)

The urgency to enhance the quality of science education for all of the nation's children and youth increases as we approach the next century. To address some of the issues and to obtain insight from a variety of sources regarding the problems facing educators in science, mathematics, engineering, and technology education, a Summer Symposium was held with a small group of respected international scholars attending. The Summer Symposium concluded with an all-day invitational meeting that involved the symposium team of international scholars, a select group of U.S. science and mathematics educators invited to critique the scholars' draft report, and invited guests from professional associations and Government agencies responsible for science, mathematics, engineering, and technology education. This report contains several recommendation in order to meet the needs of a technology-oriented, information-driven society. (ZWH)

The 12 chapters of this book trace the history of the National Business Education Association (NBEA) and outline the development of its related regional and international affiliates. Chapter 1 sketches the evolution of the National Business Education Association. In Chapter 2, the major activities of the NBEA during the period from 1946 to 1991 are detailed year by year. The presidents of the NBEA and its headquarters staff are discussed in Chapter 3. Chapters 4 and 5 cover the early years of the Future Business Leaders of America and the NBEA's move to a permanent home in 1982. The history of the International Society for Business Education is presented in Chapter 6. The next five chapters discuss the development of the various regional affiliates of the NBEA: Southern Business Education Association, Western Business Education Association, North-Central Business Education Association, and Eastern Business Education Association. Finally, chapter 12 deals with the history of the National Association for Business Teacher Education. (MN)

This document presents portions of two interviews on topics relating to peace education. Interviewees include Sister Kathleen Kanet of the Intercommunity Center for Justice and Peace, New York, and Professor James P. Keen, director of the Governor's School of Public Issues and the Future of New Jersey. Kanet describes a series of seminars for preparing teachers to instruct students on the subject of peace and presents her general views of peace education. Keen describes his background and explains what he perceives as the meaning of the term "peace education" and how he approaches the subject. He also examines differences in approaching the subject with older and younger students. An attached appendix includes an extract from the program description of the Governor's School on Public Issues and the Future of New Jersey. (SG)

Divided into three parts, this report examines the educational system in the Netherlands in a study conducted by the Organisation for Economic Cooperation and Development (OECD). Part 1, the Examiners' Report, describes and discusses the Dutch education system, raises issues, and identifies policy options in seven chapters: (1) introduction; (2) the Dutch context; (3) policy strategy and policy goals; (4) issues in primary and secondary education; (5) higher and adult education; (6) equity issues; and (7) critical perspectives and questions. An 18-item bibliography and comparative statistics also are included. Part 2 of the report provides a summary record of the review meeting that took place during the proceedings of the Education Committee of the OECD when the Dutch delegation replied to detailed questions from the Examiners and Committee members. Part 3 summarizes the authoritative background report prepared by the national Ministry of Education and Science in advance of the Examiners' visit to the Netherlands. (DB)

This publication describes the education and initial vocational training systems for young people in the Member States of the European Community. The section for each country represents the particularities of the individual nation. In each case, the first chapter deals with the responsibilities for and administration of the education system. The subsequent chapters cover preschool, primary, and secondary (general, technical, and vocational) education and initial vocational training. Each chapter by level of education also contains recent statistical data regarding pupil, teacher, and school numbers. Specific administrative responsibilities for initial vocational training are included in this chapter. Initial vocational training covers provision outside the school system. Diagrams of the education and training systems are found at the beginning of each country's section. These countries are profiled: Belgium, Denmark, the Federal Republic of Germany, Greece, Spain, France, Ireland, Italy, Luxembourg, the Netherlands, Portugal, and the United Kingdom. (YLB)

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs in health occupations education offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Standards are mandated by Florida law. Each program course standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts and content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each intended outcome. For secondary job preparatory programs, courses are designated with student performance standards listed for each course. Program and course standards are based upon competencies required for entry, advancement, and upgrading in health occupations. Competencies and standards are provided for the following occupational clusters: dental, environmental health, medical laboratory, human services and mental health, nursing, ophthalmic, radiologic, rehabilitation, and miscellaneous health occupations. (KC)

Most studies investigating preservice teachers' attitudes towards computers have drawn subjects from required computer classes or from elective courses. This study examines computer attitudes of preservice teachers in reading, mathematics, and science education methods courses which have not traditionally emphasized the role of computers in the classroom. An instrument measuring attitude was developed and administered to preservice teacher education students (N=360) enrolled in noncomputer education methods courses. Results of the study, reported in two stages, indicate that the factor structure of student attitudes toward computers in methods courses is similar to that assessed in computer education courses and represent: (1) general attitudes towards computers; (2) positive feelings for computers; (3) understanding the utility of computers; and (4) negative feelings for computers. Contrary to expectations, however, the attitudes of students in required methods courses were significantly more positive than the attitudes of their counterparts in computer education electives. (LL)

Learning activities in environmental education require the use of the physical environment or moving into nature and natural settings to explore issues of the environment. These approaches are sometimes labeled as "nonformal." This informational bulletin examines a taxonomy of four learning environments and explore the application of nonformal learning theory into practice in the arena of environmental education. The bulletin is presented in four sections. The first section establishes definitions for four learning environments: formal learning, nonformal learning, informal learning, and self-directed learning. The second section examines the roles of formal, nonformal, informal and self-directed learning related to environmental education. The third section discusses methods of improving nonformal education in environmental education by stressing the principle that learning is an individual process of meaning-making. The summary reemphasizes that learning outcomes can improve if nonformal learning is an opportunity for the learner to be active, volitional, internally mediated, and in the process of constructing meaning. (MDH)

This report addresses issues concerned with educational programs provided through the Internet, the "virtual university" and their possible impacts on traditional higher education. It concludes that the new technologies may have the effect of deepening the divide between educational haves and have-nots and that public policy must intervene to narrow this "digital divide." Individual sections discuss the rapid development of technological capacity and recent federal initiatives testing the quality and viability of distance education using various techniques; trends in virtual education at the university and corporate levels; issues of standards and regulation; cost factors; those who will benefit from distance education developments; new barriers for the traditionally underrepresented in higher education; and the public policy challenge. Recommendations are offered to those designing virtual campuses and programs, the communications industry, and public policymakers. Appendices include descriptions of seven leading distance education programs and a listing of Web sites providing courseware or information on distance learning. (Contains 25 references.) (DB)

This study evaluated a new measure of teachers' attitudes toward students with special needs included in regular education classrooms. Approximately 516 teachers (308 regular and 186 special education) from five school districts completed the Scale of Teachers' Attitudes Toward Inclusion (STATIC). Statistical analyses suggested robust psychometric properties for the STATIC. Special education teachers scored higher on the STATIC than secondary teachers. Higher scores on the STATIC indicated more optimistic or positive attitudes toward inclusion. Implications from this large scale analysis suggest the need to: (1) examine the effects of teachers' attitudes on performance of special education students; (2) guide placement decisions for special education students; (3) screen prospective teachers prior to employment; (4) shape teacher education programs; and (5) diagnostically focus remediation on specific dimensions of attitude requiring modification. (Contains 37 references.) (DB)

This study compares environmental education historically and in the present, as well as the environmental problems, in the Republic of Latvia with those in the United States, the United Kingdom, Austria, the Netherlands, and the Scandinavian countries. The environmental education standards and guidelines of Latvia, the United States, the United Kingdom, and Denmark are then examined and contrasted with the attempt to borrow the ideas suitable for future standards of environmental education in primary schools in Latvia. Nine tables are included for the purpose of drawing the parallels and identifying the differences between the countries. Considerable similarities were found among countries. Suggestions for inclusion in the upcoming standards and suggestions for further research are offered. Chapter titles include: (1) "Aspects of Environmental Education in Latvia, the USA, and a Group of European Countries"; (2) "Methodology for This Study"; (3) "Environmental Situation and Environmental Education Standards and Guidelines Compared"; and (4) "Synopsis of Lessons for Latvia." (Contains 77 references.) (EH)

This report presents the keynote addresses of the 1996 Mississippi Arts Education Conference, along with the questionnaire and interpretations of the questionnaire by conference participants. Recommendations from the conference participants are also included. Sections of the report include: (1) "Reflections" (Thomas M. Brewer); (2) "Introduction to 'Drumbeat '96,' The Mississippi Conference on Arts Education" (Thomas M. Brewer); (3) "Drumbeats and Cadences, Creativity and Education" (Samuel Hope); (4) "Public Policy and Arts Education" (Tom Burnham); (5) "Drumbeat 96: Reverberating the Essentials of Arts Education Reform" (MacArthur Goodwin); (6) Helping Policy Makers Earn Their Degree in Dance" (Rebecca Hutton Clapp); (7) "Adversaries or Friends? The Importance of Establishing Priorities in Arts Education and Research Findings: Proven Instructional Strategies" (Richard Colwell); (8) "Standards for Arts Education: Knowledge or Knee-Jerk" (Alan Morgan); and (9) "Stirring the Nest for Dreams" (John Paul Batiste). (EH)