Education & Pedagogy

This directory is designed to assist individuals in locating information pertaining to Missouri institutions of higher education with professional and pre-professional education programs. The institutions listed have met rigorous standards and are officially approved by the Missouri State Board of Education. The four-year institutions that are included offer complete professional programs from which candidates may be recommended for Missouri certification. The two-year institutions included offer approved pre-professional courses, which may be transferred to the four-year institutions and counted as partial fulfillment of the requirements for certifications. Data provided for each institution include: the institution head, certification officer, teacher education contact person, data of approval period, and tests required for admission to the teacher education program. Also included in the directory are a state map showing locations of two- and four-year colleges, and a list of institutions by programs offered. (ND)

This fourth edition of "Education at a Glance" presents a set of 43 educational indicators covering the 1993-94 school year in the member countries of the Organisation for Economic Cooperation and Development (OECD). These indicators provide regularly updated information on the organization and operation of education systems. Following the introductory section are seven chapters entitled: (1) "Demographic, Social and Economic Context of Education"; (2) "Costs of Education and Human and Financial Resources"; (3) "Access to Education, Participation and Progression"; (4) "School Environment and School/Classroom Processes"; (5) "Graduate Output of Educational Institutions"; (6) "Student Achievement and Literacy"; (7) "Labour Market Outcomes of Education". Five annexes provide a glossary and supplemental information about report preparation and participants. (Contains, apart from the organizational charts of OECD member countries' education systems, 84 tables and 64 charts.) (LMD)

This report compares and contrasts special education and least restrictive environment requirements for children with disabilities in Nigeria and the United States. The implementation of special education policies in both countries is discussed, including policies in the following areas: referral and identification, nondiscriminatory assessment, parental consent, procedural safeguards, least restrictive environment, and individualized education programming. Results of the comparison found the focus in Nigeria to be indiscriminate integration while in the United States the direction is full inclusion based on the least restrictive environment. Recommendations are offered for Nigeria's education system, such as a mandatory special education law, procedural safeguards and due process, training of specialists and related professionals, and maximizing student potential. Recommendations for the United States focus on putting laws into practical perspectives, accountability of special education personnel and programs, and appropriate placements. (Contains 18 references.) (CR)

This guide provides a framework and tools for local health department staff in North Carolina who plan and evaluate health education programs. The first section presents health education standards of practice. These standards form a base on which the agency can build quality health education services and help health care practitioners become aware of the parameters needed to define quality services. The second section offers a framework for developing a health education plan. This process begins by identifying and analyzing the causes of health problems and then progresses to determining health education objectives, activities, evaluation procedures, and needed resources. The third section provides a step-by-step process for developing a health education program evaluation plan. Appendix A contains 16 worksheets which, once completed, represent a health education program plan. Appendix B provides samples of completed worksheets--one set addressing the goal of reducing the infant death rate and one set on reducing sexually transmitted diseases. A glossary is also included. (JDD)

This paper prepared in the United States by a visiting faculty member of the Suez Canal University in Egypt, presents a comparative study that finds that school-based in-service training sessions, in which teachers learn within their own teaching environments, do much to encourage more teachers to adopt a more positive attitude to the revitalization of teaching techniques. The research looked at and compared school-based in-service education and teachers' centers in the United Kingdom and the United States. Five specific questions were used to guide the research: (1) What is the definition of in-service education and why is it important? (2) How can the teacher education level be improved through in-service education? (3) How can the status of the teaching profession be raised? (4) To what extent can the schools play a vital role in in-service education? and (5) To what extent can Egyptian schools benefit from the experiences of English and U.S. schools? (DB)

This introductory volume of the five-part series, "Disciplines in Art Education: Contexts of Understanding," provides a philosophical rationale for the idea of discipline-based art education. The idea models humanistic fundamentals by answering the basic human needs to communicate and share experiences with others (art making), find a place in time and be reminded of things worth remembering (art history), and be reasonable in deliberations about matters of importance (art criticism and aesthetics). The volume consists of 8 chapters: (1) "The Arts in the United States Today"; (2) "The Arts and the Human Person"; (3) "The Creation of Art"; (4) "The Tradition of Art: Art History"; (5) "The Critique of Art: Art Criticism"; (6) "The Philosophy of Art: Aesthetics"; (7) "Toward a Humanities-based Conception of Art Education"; and (8) "Teaching Art as a Humanity." The chapters are followed by extensive notes, annotated suggested readings, and an index. (MM)

Tech prep is an alternative to the traditional college preparatory course of study. It is a 4-year sequence of study encompassing Grades 11 and 12 through 2 years of postsecondary occupational education culminating in a certificate or associate degree. The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 is the catalyst for change in vocational-technical education in Michigan. The act authorizes projects and activities at the state and local levels under Title III, Tech Prep Education. Through funding provided by the Carl Perkins Act, Michigan has established tech prep consortia of educators, business, and labor. Efforts at formulating a tech prep curriculum for marketing education in Michigan incorporate Parnell's key design components (1975, 1985), which suggest a four-step process for establishing a tech prep program: conduct a program review, restructure curriculum in marketing education, establish articulation agreements between secondary and postsecondary institutions, and implement a program. (YLB)

This paper discusses the current crisis in higher education in the United States, in regard to decreasing resources, access, equity, societal role, accountability, and public trust. It also reports on a survey of five higher education administrators and five state government education officials that sought to determine what they believed would be the major political and economic issues facing higher education in the next century. The survey participants identified 20 political and economic problems that higher education will face in coming years. It found little difference between the opinions of the educators and officials surveyed and scholars writing about such issues. It also found that there was a consensus among scholars and survey participants that although technology is a panacea for many problems afflicting higher education, there is a lack of direction for applying such technology effectively. (Contains 15 references.) (MDM)

The Education Commission of the States (ECS) 1994 National Forum and Annual Meeting was used as an opportunity to host a special Asian/Pacific/North American Dialogue conference on education policy. The purpose of this meeting was to discuss how educational practice and innovation in the Asia-Pacific nations could inform education reform and economic-development efforts in the United States. Delegates expressed a common concern about the inability of current education systems to prepare students for a changing world. Almost all countries represented had established national education goals. Other important issues that received discussion included school-to-work transition, higher education, values and character development, teacher quality, and Japanese educational practices. Ten sections summarize current educational trends and practices in the following countries--Australia, Canada, Chinese Taipei, Hong Kong, Japan, New Zealand, the Pacific Islands, the Republic of Korea, the Republic of Singapore, and the United States. Contains a 35-item list of resources grouped by country and an audiotape order form. (LMI)

In recent decades, the discourse of music education and education more broadly has shifted from curriculum-centered to student-centered approaches. In an effort to address the existential dimensions of education, Gert Biesta poses a rhetorical and theoretical alternative: "world-centered education," an orientation directed at enabling what Biesta described as "student subject-ness." Situated within and drawing upon U.S.-based conceptions of music education, I position "project-based learning" as a body of practices through which the possibility of a world-centered orientation--and, thus, student subject-ness--can manifest in music education. To that end, I offer three considerations for music educators of all levels interested in student subject-ness in the practice of project-based learning. To prepare a foundation for these three considerations, the article begins with an explanation of project-based learning, an unfolding of concepts pertinent to Biesta's world-centered education, and a rationale for marrying the two together.

Coronavirus pandemic has imposed significant innovations in all aspects of our lives which were a respond to precautional measures to avoid COVID-19 spreading throughout the community. In many countries, Greece included, education shifted rapidly to a distanced form affecting this section of our lives as well. The present study attempts to investigate the intergration of distance education in preschool education in the future as well as the factors that promote or inhibit it, by examining the views of kindergarten teachers. By employing quantitative modes of enquiry and specifically a significant number of questionnaires we concluded that teachers argue about the effectiveness of distance learning. Specifically, in order for the educational community to start a meaningful conversation about the integration of distance education in preschool education, issues such as teachers' technological readiness, technological equipment and parental involvement need to be addressed.

In recent years, environmental issues have become the focus of societal concerns. In this context, the business world has been consolidating a form of green marketing management that merely conveys ambiguous or misleading messages rather than reflecting environmentally friendly business practices. This phenomenon is called greenwashing. This systematic review identifies and analyses the relationship between greenwashing and education (and at the more specific level of environmental education or education for sustainable development) in the academic literature. The sample consists of 20 papers retrieved from different databases using a systematic search strategy. As a result, an analysis of greenwashing trends in relation to education and its main approaches is presented: greenwashing literacy as an avoidance tool, the presence of the phenomenon in higher education institutions or in resources for educating, tools for identifying misleading green advertising and education, and anti-greenwashing educational proposals. Finally, some recommendations for identification and avoidance are presented.

Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs.

In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education.' In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education.

The question of 'native' education became urgent in interwar Britain in the context of imperial expansion in Africa. Simultaneously, debates concerning black education were central to a global pan-African nationalist movement demanding black rights and liberation. In this context, education became a site of competing ideas regarding black accommodation and rights. Missionaries drew connections between educating 'black Africa' and 'negro America' as adaptive education became part of a new civilising mission in Africa. This article explores the application of these ideas at Mt Margaret, a Protestant mission in Western Australia, in the interwar period. Drawing on missionary accounts it shows how their endeavours to promote adaptive education for Wongutha people were shaped by developments in the empire, particularly the Phelps Stokes Commissions in Africa. We see the transnational reach of this Anglo-American exchange and its vernacularisation in a settler colonial context where adaptive education was about building Indigenous citizens.