Education & Pedagogy

This transcript of a hearing on the reauthorization of the Individuals with Disabilities Education Act includes statements by representatives of Hofstra University (New York), Advocates for Children (New York), Self-Initiated Living Options (New York), the National Center on Educational Restructuring and Inclusion (New York), National Center on Education and Economy (District of Columbia), the National Family for the Advancement of Minorities with Disabilities (Michigan), and Education and Human Services Research of SRI International (California), along with statements of two Congressional Representatives (Major R. Owens and Cass Ballenger). Among issues addressed in the testimony are needs of the birth to age 5 population, over-representation of minorities in special education, postschool outcomes for special education students, arguments for and against full inclusion, the importance of individualization, and school-to-work transition. Additional prepared materials address these issues in more detail. (DB)

This document contains the Nebraska Curriculum Framework for K-12 business education. The framework provides essential strategies for designing curriculum, instructional programs, and best practices necessary for effective teaching and learning. The business education framework was designed to be used by schools in examining current curriculum, determining important revisions, and considering the implementation of national standards such as those being developed by the National Business Education Association. The document contains the following components: (1) overview--purpose and definition of a curriculum framework; essential elements for quality programs; planning for business education in Nebraska, the business education strategic plan (four phases); a format for performance standards, with examples; and a business education framework model; (2) performance standards for enhancing curriculum integration K-12; (3) essential skills and concepts and performance standards; (4) business administration performance standards; (5) information technology performance standards; (6) assessment; and (7) base components. Four appendixes profile two tech prep implementation models and a high performance learning model and list 22 references. (KC)

This report discusses research-supported principles and practices in the professional development of bilingual education teachers and teachers of language minority students, illustrated with the experiences of a number of specific projects. An introductory section offers background and the philosophy of the study. Subsequent sections address principles of effectiveness and promising practice (an overview of projects with promising practices, new teacher recruitment and preparation, continuing professional education, and provision of a context supporting professional growth); present descriptions of 12 professional development projects; examine specific challenges in design and implementation (competing constituent goals, quality control, institutionalization of practices, and effects of projects on the minority language community); and discuss policy implications (professional standards, the role of federal support, contributions of project team stability, integration of new ideas across content, partnership of local education agencies and higher education institutions, and the importance of language resources). Contains a list of references and site contacts. (MSE)

This paper examines how teachers, teachers' assistants, and principals in two schools define multicultural education and how their ideas are translated into practice. The study identifies the problems associated with a definition of the term "multicultural education." Possible barriers to implementing multicultural education and educators' attitudes about the relative importance of multicultural education in the curriculum were also investigated. Surveys were distributed to principals, teachers, and teachers' assistants in two public elementary schools in central Virginia. It was concluded that staff members are generally willing to incorporate multicultural education into their curriculum. However, educators' ideologies and implementation of multicultural education vary greatly from school to school and from classroom to classroom. If study participants are to progress, it is suggested they must begin to communicate with each other about the concepts of multicultural education using a common language. Appended are: the survey questions used in this study; data from the survey; and a selection of culturally diverse children's literature. Contains 22 references. (EH)

This paper provides techniques and resources for integrating peace education into early childhood education programs. After discussing the history of peace education in the United States and its role in an increasingly diverse society, the paper provides curriculum ideas and best practices for use in early childhood peace education. The need to employ developmentally appropriate practices which emphasize self-awareness, awareness of others, conflict resolution, problem solving, global awareness, and an appreciation of the arts and sciences is stressed. Specific suggestions for preschool children, primary grade students, and parent involvement are included. The paper also discusses the development and implementation of an action plan to integrate peace education into the curriculum. A discussion of books, journals, electronic resources, and national organizations that can play a part in the development of a peace education curriculum is included. An appendix contains a 52-item resource directory. (Contains 97 references.) (MDM)

This document is the third edition of "Conditions of Education in Utah," covering the 1994-95 academic year. The first three chapters analyze issues relative to distance education and the Internet. Chapters 1 and 2 examine the pros and cons of distance education, and chapter 3 describes the construction, maintenance, and staffing costs associated with the delivery of distance-learning programs through EDNET. articles focuses on the finance and governance of higher education in Utah. Chapter 4 highlights the shifting balance of power between the campus faculty and the authority of the Board of Regents and the Higher Education Commissioner's Office. The fifth chapter addresses the financial condition of public higher education in Utah. The last two chapters describe state legislative policies enacted during 1993-94 and 1995. An appendix contains the Highly Impacted Schools Bill. Most chapters contain references. (LMI)

This report provides a general overview of technical and vocational education in Vietnam, with information on the country's economy, climate, population, and culture. It summarizes the history and present practices of these types of education in the country, and suggests measures to improve the quality of teachers and instructors. Some of the information provided in this overview includes the following: (1) Vietnam is on the way to shifting its economy from a centralized and subsidized mechanism to a socialist-oriented market mechanism and modernization; (2) human resource training is an immediate necessity; and (3) the vocational-technical education system is being restructured to provide diversified schools, classes, and courses, to improve the curriculum and training methods to make the system more flexible, and to develop more semipublic and private schools and classes. (KC)

This report provides a general overview of technical and vocational education in Pakistan, with information on the country's economy, climate, population, and culture. It summarizes the history and present practices of these types of education in the country and suggests measures to improve the quality of teachers and instructors. Sixteen appendixes present tables of information on vocational education programs in the country. Some of the information provided in this overview includes the following: (1) at the time of Pakistan's independence in 1947, there were only two engineering colleges, a few vocational institutions, and no polytechnics; (2) at present, 45 polytechnics, 11 colleges of technology, and more than 400 vocational institutions have been established, with plans to double that number by the year 2002; and (3) much emphasis is being put on improving the quality of teachers and educational administrators. (KC)

This paper presents a communication perspective on the areas of definition, philosophy, pedagogy, and evaluation in distance education. Much of the debate in these areas centers around concern with autonomy and control, the purpose of education, and especially transmissional vs. dialogical conceptualizations of the educational process. These issues are not unique to distance education. Rather, they form the basis of debate in modern western society for educational and social philosophy generally. Based on a critical review of the research literature, the paper concludes that distance education is most productively conceived of in terms of a further development of and complement to traditional educational approaches, rather than in terms of a radical break. Finally, the paper notes that the philosophical debates are concerned with what are fundamentally communication theory issues. Thus the paper suggests that distance education offers a fruitful area of research not only in communication technology, but also in communication theory, and one in which scholars may make useful contributions. Contains 5 notes and 32 references. (Author/RS)

This paper provides an overview of higher education in Ukraine, focusing on the small number of private institutions of higher education which have either begun embryonic operation since Ukraine's independence in 1991 or are currently seeking licenses from the Ministry of Education. It examines the history of postsecondary education in Ukraine, the current state of the nation's educational system, and the economic dislocations that have affected state-controlled higher education in recent years. The paper then discusses the finance, governance, and function of private higher education in Ukraine, and the role of the Ministry of Education in licensing or accrediting the estimated 200 or more private institutions. It provides brief profiles of six private institutions, and concludes by observing that in their brief existence the private institutions have appeared to be highly innovative and responsive to the changing educational needs precipitated by the breakup of the Soviet Union and the changing economic environment in Ukraine. (MDM)

This publication is a collection of selected papers from the conference on science education in developing countries. The goals of this conference were to review past experiences about theory and practice in science education in both developed and developing countries, identify factors influencing successful practice around the world, distinguish priorities for science education in the 21st century, and develop a plan for action for achieving these priorities. The overview chapter which is based mainly on the Keynote addresses and Plenary sessions focuses on the following themes: goals and needs in science education, a look at the educational system, a look at the learner and the teacher, and assessment and feedback in science education. The papers included reflect a number of important issues relating to the nature of contemporary science education research and its implication for practice, whether in a developed or in a developing country. The chapters are organized around the main conference strands: The Learner, The Teacher, The Classroom, and the Curriculum. (JRH)

This glossary, which defines 81 terms, is designed as a step toward a common lexicon for developers of school-to-work systems across Ohio. The following are among the terms defined: adult full service centers; advanced or early placement; all aspects of an industry; applied academics; (registered) apprenticeship; articulation; basic skills; career assessment; career development; career exploration; career major; career passport; career pathways; Certificate of Age and Schooling; Certificate of Initial Mastery; community-based organization; competency-based education; connecting activities; contextual learning; cooperative education; credentialing; employability skills; high performance workplace; individual career plan; interdisciplinary academics; local partnership; mentoring; nontraditional students; occupational cluster; Ohio Career Information System; Ohio Industrial Training Program; Ohio Job Net; one-stop career center system; outcomes; performance measure/performance standard; portfolio; professional development; regional alliances; school-based enterprises; school-based learning; SchoolNet; school-to-apprenticeship; Secretary's Commission on Achieving Necessary Skills; service learning; skill certificate; skill standard; technical education; tech prep; tech prep competency profiles; vocational education planning district; work-based learning; and Work Keys. (MN)

This report presents findings of an analysis that identified gaps between the Ohio education system and national education goals. Data were collected during 1992 and 1993 by the Ohio Department of Education, which elicited feedback from policymakers at a 1992 seminar, conducted interviews with local teams representing school districts and communities, and made site visits to 15 communities. Key state policymakers reviewed findings and offered suggestions. The information is organized around four main themes: performance-driven education; change; family support and advocacy; and lifelong learning. The report identifies critical issues confronting Ohio, outlines specific gaps between state outcomes and national goals, provides evidence supporting the need for change, makes key recommendations, and identifies steps for policy action. Appendices contain a list of program participants, interview team members, the interview form, and the National Education Goals and Business Roundtable's agenda. (LMI)

This application of Virginia's Standards of Learning Objectives establishes a framework for health education and driver education instruction in the public schools to help students acquire the knowledge, skills, and attitudes necessary for success in school and for a productive life in the years beyond. The standards, which were developed and revised with the aid of teachers, supervisors, administrators, teacher educators, and representatives of state and volunteer health agencies and organizations, are intended to provide parents and other citizens with a better understanding of what students are expected to learn. Following a listing of 12 goals of health education, specific learning objectives are outlined for kindergarten through tenth grade. Topics covered include alcohol and other drugs; disease prevention and control; mental health; nutrition; personal health, growth, and wellness; and safety and first aid. A list of Department of Education staff and members of the revision committee are included. (ND)

This essay constitutes a thoughtful tool for art education curriculum design and teaching. It outlines a curriculum for art education, K-12, that attempts to do justice not only to the seriousness and complexity of art but also the demands of schooling and aesthetic learning. It updates developments in the art education field and addresses the topics of multiculturalism and cultural particularism as well as modernism and postmodernism as they relate to art education. The book is organized in 10 chapters: (1) "Excellence, The Continuing Ideal"; (2) "The 1980s' Call for Reform"; (3) "Recent Developments: 1986-1994"; (4) "Aesthetic Experience"; (5) "The Marks of Excellence"; (6) "Elitism and Populism"; (7) "Multiculturalism and Cultural Particularism"; (8) "Modernism and Postmodernism"; (9) "An Excellence Curriculum, K-12"; and (10) "Anticipated Reactions." The book concludes with an Appendix, "Aesthetic Experience," and notes. (MM)