Education & Pedagogy

To explore the policy implications of the Third International Mathematics and Science Study (TIMSS), the National Institute on Educational Governance, Finance, Policymaking, and Management of the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education, and the Consortium for Policy Research in Education held a TIMSS Policy Forum in Washington, D.C. in October, 1997. This forum brought together a diverse group of TIMSS researchers, state and local policymakers, teachers, school administrators, mathematics and science specialists, business representatives, university educators, and federal officials. Participants discussed what TIMSS means for systemic education reform and identified several future directions for policy decisions and policy research. This policy brief synthesizes the presentations and discussions that occurred during the TIMSS Policy Forum and draws from the TIMSS reports of the National Center for Education Statistics (NCES) and from papers prepared by researchers involved in TIMSS. (ASK)

The four issues of "SKOLE" published in 1996 include articles about alternatives to public education, the value of free schools and home-schooling, and children's learning experiences. Feature articles include profiles of alternative schools and educational programs; descriptions of learning experiences and teaching practices; a study of full inclusion; discussions of the renewal of education and culture, the power of nonviolence, and Japanese education; suggestions on child rearing; a history of how the current system of compulsory "factory schooling" came about; criticism of the growing use of Ritalin and other drugs with children; interviews with educators and social scientists; and descriptions of three alternative education conferences. Two of the journal issues are devoted to children's poems, writings, and artwork produced by students at free schools and other small alternative schools. Also included are reviews of books, movies, magazines, and audiotapes; commentaries; and photographs. (SV)

These materials allow instructors to provide learning experiences that stress the equal importance of academic and vocational education and the personal and social matters related to the work ethic. Instructional materials are provided in 15 clusters: agribusiness and natural resources; business and office; communications and media; construction; consumer and homemaking; environment; fine arts and humanities; health; hospitality and recreation; manufacturing; marine science; marketing and distribution; personal services; public services; and transportation. Each cluster may contain several activities, which have the following sections: purpose of activity; basic skills applications; approximate time required; materials needed; "before you start"; step-by-step procedure; follow-up; and activities. (NLA)

This model for teacher education programs responds to the National Council for Accreditation of Teacher Education (NCATE) standards requiring that professional education programs be based on essential knowledge, established and current research findings, and sound professional practice. The NCATE standards mandate that the design, delivery, and content of the curriculum reflect national concerns about the knowledge bases for professional education. The model described herein, referred to as the Professional Life Span Model, was used for the teacher education knowledge base at the University of Mississippi. The model is a framework within which six dimensions (psychological, social, physical, vocational, moral, and aesthetic) of students are nurtured in order to produce self-sustaining, adult, professional instructional leaders. The knowledge bases are drawn from general studies, specialty studies, learning environments, and educational processes. Two figures illustrate the model and reflect the sequence of application of program content and related field experiences. (LL)

The Research About Teacher Education (RATE) project, a longitudinal study ongoing since 1985, constitutes an effort to establish a reliable database about teacher education, and to provide descriptive information about programs, students, and faculty. The focus of this report is on leadership (department chairs and deans) in schools, colleges, and departments of education (SCDEs). Data reported here were taken from institutional, administrator, and faculty questionnaires. The publication is organized into six sections: (1) introduction and methodololgy; (2) institutional characteristics; (3) deans and chairs of education--self-reports of background and role; (4) education faculty and their perceptions of leadership in SCDEs; (5) deans' and chairs' perceptions of governance, influence, and change in SCDEs; and (6) a summary. An extensive list of tables and figures is included. Appendices describe the RATE research team and participating institutions in the 1990 RATE V survey. (LL)

American University president, Dr. Richard Berendzen, spoke to a global education audience about the state of U.S. education and its prospects for the future. In 1950, less than 6% of the gross national product was in foreign trade; in 1984, more than 25% was in foreign trade and growing. One job in six of U.S. production workers depends on international trade and 40% of U.S. farm crops are exported. One-third of U.S. corporate profits come from international activities. Financially, economically, socially, culturally, and politically, the United States is intertwined with the rest of the planet, now as never before, and this linkage is growing. Global education objectives to be achieved at the elementary secondary, and higher education levels are suggested. Several questions from the audience concerning global education and a variety of social problems, such as drugs and lack of motivation are included, as well as the responses given to these questions. (DB)

In this issue brief, a number of selected science and engineering concerns are discussed, along with initiatives that contain provisions to address these areas. These include the following: (1) precollege science and mathematics concerns such as teacher shortages, quality of science instruction, and the content of science courses; (2) mathematics education; (3) demographics and the science and engineering talent pool; (4) degree acquisition trends for minorities; (5) foreign-born national science and engineering students; (6) technical literacy of the U.S. population; and (7) role of federal policies in science and engineering education. Programs created by the National Science Foundation and the Department of Education's role through Title II of the Elementary and Secondary Education Act are discussed, and six brief summaries of federal legislation are provided. (KR)

This paper synthesizes the findings and conclusions of reports from previous studies carried out by Unesco's Institute for Education concerning issues of integration, balance, and relevance in the content of general education. This synthesis identifies and develops guidelines based on the previous studies and is designed for use by curriculum development specialists, teachers, teacher educators, and others. It is expected that these guidelines can be used as a basis for training national curriculum development specialists and for pre-service and in-service teacher education programs. An overview of current thinking practices concerning integration, balance, and relevance in general education from an international perspective is followed by a synthesis of the national level case studies. Guidelines for curriculum developers and teachers also are outlined along with suggestions for national level action and regional and international cooperation. (KM)

The influences of culture and political status on the schooling experiences and educational attainment of African Americans are explored. The influences of culture and political status on educational research regarding African Americans are also discussed. Traditional learning environments, including public schools, have emphasized the cultural assimilation of African Americans, rather than cultural difference or competence issues that would affirm the African American cultural heritage. Historical models of education deemed appropriate for blacks have ranged from the European classical liberal curriculum, through the industrial education model and the model of education for black self-reliance. In a more contemporary sense, any discussion of African American education within a multicultural context must use as a primary filter the implications of African American cultural knowledge, values, and language for the learning process. Policies and strategies to improve African American education and the implications for educational research are reviewed. (Contains 207 references.) (SLD)

This pamphlet describes the process of beginning to use portfolios in an elementary teacher training program. It defines the concept of portfolios and provides a rationale for their use in teacher education programs. Portfolios are suggested for use in preservice teacher education in three ways: to evaluate the preservice teacher education program, to enhance and document active student learning, and to provide students with a personal marketing tool after graduation. The pamphlet describes the portfolio process, including the six steps involved in adopting portfolios for documenting professional growth in a teacher education program: adopt a philosophy statement; decide on outcomes that reflect the teacher education program; determine the purposes for using portfolios; select specific types of artifacts that students will include; decide a process for implementing portfolios; and write a manual to serve as a guide for faculty and students. The pamphlet concludes that the portfolio development process has energized faculty to continue their best efforts in facilitating the professional growth of future teachers. (JDD)

National trends in teacher education are presented, based on 1990 to 1993 data from 497 institutions with teacher education units. Graphs illustrate the number of teacher education institutions by region; changes in enrollment, faculty, resources, and professional development from 1990 to 1993; and changes in each of these areas in each geographic region (North Central, Middle States, Western, New England, Northwest, and Southern). Trends include: (1) in 1994, compared to 1990, teacher education units in higher education in four of the six regions of the country were as well off or better off in terms of enrollment, number of faculty, and resources as measured in 1990 constant dollars; (2) the two exceptions were the teacher education units in the New England and Western regions, with declines in enrollment, faculty, and resources; and (3) faculty development diminished dramatically on a national level over the 1990 to 1993 time period. Regional trends were found to be divergent. (JDD)

This document contains a brief report describing the development of validated competency profiles for business, home economics, and industrial education at the University of Missouri-Columbia, as well as a set of the profiles. The profiles are used to evaluate students' levels of mastery of competencies in the content areas of each course. Two business education profiles are included: mathematics in business and business economics. Home economics profiles include the following: family/consumer resource management; family/individual health; nutrition and wellness; housing, home furnishings, and equipment; family living and parenthood; and child development, care, and guidance. Profiles for industrial education are as follows: drafting, electronics, machine tool technology, and welding. The industrial education profiles also include performance indicators for each topic--a crosswalk to selected instructional materials from the national skill standards, Missouri competencies, Show-Me Standards, All Aspects of Industry objectives, preemployment/work maturity skills, and Vocational Industrial Clubs of America/Secretary's Commission on Achieving Necessary Skills competencies. (YLB)

This theme issue presents art advocacy as a necessary means of bringing art and art education to an elevated status in the elementary secondary curriculum and educational system. Articles include: (1) "Editor's View" (Margaret Scarr); (2) "Art Education: Why Is It Important" (Arts Education Partnership Working Group); (3) "Why Art in Education and Why Art Education?" (Elliot W. Eisner); (4) "Informed Advocacy and Art Education" (Rita L. Irwin); (5) "Seeing through the Eyes of the Arts" (John C. Polanyi); (6) "More Than Pumpkins in October - Visual Literacy in the 21st Century" (National School Boards Association); (7) "Creative Showcasing Student Work Bridging Gaps, Forming Networks" (Myra Eadie); (8) "Art Instruction in the Elementary Classroom" (R. Lloyd Ryan); and (9) "Arts Education as a Catalyst to Reform: Cultural Diversity and Arts Education" (F. Graeme Chalmers). (MM)

A survey of 34 migrant parents and 136 regular classroom teachers in a Kansas school district investigated opinions toward migrant education. Following an extensive literature review focusing on the importance of parent involvement in migrant education, the community of Hays (Kansas) and the Hays Unified School District are described, and the development of the 44-item Attitude toward Migrant Education Questionnaire is outlined. Among respondents, teachers had more favorable opinions of migrant education than did migrant parents. Among teachers, more positive attitudes were associated with greater teaching experience and with not having migrant students in class. The results suggest that: (1) teachers of migrant students need special preparation in migrant education; (2) migrant parents need to know more about migrant education; (3) the unified school district should meet the needs of the regular classroom teachers who have migrant students in class; and (4) district personnel need more information about migrant education and migrant students. Contains 19 references, data tables and figures, and the survey questionnaire. (TD)

This booklet lists some of the products available from the National Center for Education Statistics. Each product is described briefly, with some notes about its development and use, and ordering information, including cost and stock number. The following products are described: (1) "Student Data Handbook for Elementary, Secondary, and Early Childhood Education"; (2) "Staff Data Handbook for Elementary, Secondary, and Early Childhood Education"; (3) "Financial Accounting for Local and State School Systems"; (4) "A Pilot Standard National Course Classification System for Secondary Education"; (5) "SPEEDE/ExPRESS"; (6) "Protecting the Privacy of Student Records: Guidelines for Educational Agencies"; (7) "Guidelines for Making Education Technology Decisions"; (8) "Standards for Education Data Collection and Reporting"; and (9) CD-ROM products from the Data Analysis System and Public Use Data. (SLD)