Education & Pedagogy

This report contains the following white papers commissioned for the Forum on the Future of Technology in Education: Envisioning the Future to explore a variety of perspectives related to the future of technology in education, as well as the topics of "e-learning" and technology and disability: (1) "Technology in K-12 Education: Envisioning a New Future" (David D. Thornburg); (2) "Extracurriculars as the Curriculum: A Vision of Education for the 21st Century" (Roger C. Schank and Kemi Jona); (3) "Rewiring the History and Social Studies Classroom: Needs, Frameworks, Dangers, and Proposals" (Randy Bass and Roy Rosenzweig); (4) "Forum on Technology in K-12 Education: Envisioning a New Future--Science" (Steven J. Rakow); (5) "Technology Meets Math Education: Envisioning a Practical Future Forum on the Future of Technology in Education" (Andee Rubin); (6) "The Future of Technology in K-12 Arts Education" (Joan Assey); (7) "Toward a Vision of the Future Role of Technology in Literacy Education" (Linda Labbo); (8) "E-learning: Education Businesses Transform Schooling" (Peter J. Stokes); and (9) "The Future Is in the Margins: The Role of Technology and Disability in Educational Reform" (David Rose and Anne Meyer). The document also contains an agenda for the forum, a summary report, participant biographies, and a discussion of emerging priorities identified during the forum. (MES)

This paper addresses the role of Rural Systemic Initiatives (RSIs) in linking tribally controlled colleges to systemic reform efforts in rural communities. RSI is a program implemented in 1994 by the National Science Foundation to improve science and mathematics education in rural areas. RSIs were established in regions with low population density where more than 30 percent of school-age children live in poverty. The role of institutions of higher education in these efforts has been in areas of pre-service training to student teachers, leadership in curriculum development efforts, and research. Four RSIs in Indian country are the Alaska Native Rural Education Consortium, the Tribal College RSI, the Navajo Nation RSI, and the UCAN RSI. Associated tribal community colleges and universities are listed for each RSI. Assessment criteria for these projects have centered on "drivers" of reform: implementation of comprehensive standards-based curricula; policy development; resource convergence; broad-based support from parents, policymakers, institutions of higher education, business, and community; student achievement; and equity. The report highlights the efforts of the Alaska RSI, which encompasses over 200 remote, indigenous communities in its 586,000 square miles. The success of this project has evolved from the active participation of Native teachers and scholars, who have stimulated integration of traditional ways of knowing in curriculum development. In addition, projects have been successful in using distance learning strategies through institutions of higher education to link the delivery of services, particularly professional development, to remote communities. Costs and community benefits of RSIs are briefly discussed. (LP)

This paper discusses the evolution of private higher education in the Ukraine. It includes responses to a survey about the future of Ukrainian private higher education. Ukrainian higher education has roots going back to the 17th century. With a higher education system that was deeply and well rooted, the newly independent Ukraine did not face the challenge of creating a new higher education system, but it did need to adjust the existing system. Throughout the 20th century, Ukrainian education was shaped and controlled by central authorities in Moscow, but the leadership of the newly independent country worked to ensure that education also would be independent. The first private higher education began at the moment of independence, fall of 1991, and in June 1992 Ukrainian authorities started adopting rules regarding licensing, accreditation, and legal establishment of private institutions of higher education. By the beginning of the 2002-2003 academic year, there were 997 postsecondary institutions at all levels in Ukraine, and 175 were private. These institutions face a number of problems, and the responses of 43 Ukrainian educators and administrators make it clear that the future of private higher education is unclear. Government regulations limit the ability of state-owned institutions to become private, and the demographic gap in Ukraine is expected to have a dramatic effect on the higher education system. Kindergartens have been reduced as a result of the gap originating in the second half of the 1980s because of the Chernobyl disaster and economic uncertainty, and secondary schools are not at risk. Market competition among higher education institutions is predicted to become much stronger in the next decade. (Contains 22 tables and 69 endnotes.) (SLD)

A study examined the changes created in Mexican education resulting from the North American Free Trade Agreement and the hundreds of foreign (mostly U.S.) manufacturing operations, or maquiladoras, benefitting from the agreement. Interview data from 100 Mexicans and 25 schools indicate that the maquiladoras provide jobs for people who had none, but do not provide enough income to move a family over the poverty line. The rapid population shift caused by the arrival of the maquiladoras taxed the Mexican government's ability to provide schools needed by the growing communities. Aside from infrastructure issues, curriculum decisions dominated by market economies have swung education's purpose toward maintaining a large work force and away from valuing all citizens' rights to quality education and their rights to question and change existing structures. As part of a World Bank-funded initiative focusing on technical education, Mexican secondary schools were required to eliminate general education courses and replace them with technology and accounting courses. These curricula, that are funded and partially written by businesses, do not teach students critical thinking or prepare them for college. Industries are not interested in Mexican children's knowledge of history, geography, civics, or natural sciences. Students who wish to advance their education must pay to take additional courses to prepare them for postsecondary education. Global trade systems have obstructed long-term progress in Latin America and robbed these countries of their ability to negotiate at the international level. (TD)

Eleven papers address issues in the alignment of standards-based education and individualized transition planning and service development for students with disabilities including differences in assumptions and principles, the transition planning model as a framework for achieving this alignment, and educational practices resulting from this alignment. Individual papers are: (1) "Challenge and Promise in Aligning Transition and Standards-Based Education" (Carol A. Kochhar-Bryant and Dianne S. Bassett); (2) "Transition and Access to the General Education Curriculum" (Michael L. Wehmeyer); (3) "Standards, Transition, Postsecondary Goals, and the Individualized Education Program: One State's Efforts at Integration" (Patricia Longo); (4) "Using Applied Academics To Enhance the Transition Process in Standards-Based Education" (James R. Patton and Audrey Trainor); (5) "Using School-to-Career Strategies, Workplace Competencies, and Industry Skill Standards To Enhance the Transition Process in Standards-Based Education" (Jane M. Williams); (6) "Traditional and Alternative Assessments within the Transition Process and Standards-Based Education" (Martha L. Thurlow and others); (7) "Cultural Considerations in the Transition Process and Standards-Based Education" (Sharon deFur and Brenda Toler Williams); (8) "The Role of Families of Adolescents with Disabilities in Standards-Based Educational Reform and Transition" (Mary E. Morningstar); (9) "Pathways to Successful Transition for Youths with Disabilities" (Gary Greene); (10) "Transition of Students with Disabilities from High School to Postsecondary Education: The Perfect Example" (James E. Martin and others); and (11) "Future Directions for Transition and Standards-Based Education" (Diane S. Bassett and Carol A. Kochhar-Bryant). (Individual papers contain references.) (DB)

This monograph examines benefits, challenges, and methods of expanding access to adult literacy with online distance education (ODE). The following are among the topics discussed: (1) reasons for considering ODE (new technologies and delivery systems in education; ODE in higher education, business training, and adult basic education; state-level efforts to try ODE with adult learners; Project IDEAL [Improving Distance Education for Adult Learners]); (2) challenges of using the World Wide Web in adult education (LiteracyLink and results of field tests of its Workplace Essential Skills component); (3) the Pennsylvania experiment in building system capacity for ODE (the program's support structure; distance enrollments; implementation issues); (4) the Australian experience with ODE (federal efforts; state efforts); and (5) implementation issues in implementing ODE for adult learners (models of implementation; planning for implementation; teaching at a distance; models for teaching and learning); (6) policy issues in implementing ODE for adult learners (professional development; emerging technologies; experimentation and accountability; control and distribution of ODE); and (7) research issues in implementing ODE for adult learners. (The bibliography lists 64 references. The following items are appended: an overview of ODE products for adult education; an interview guide for programs implementing ODE; and an outline of the Project IDEAL planning process.) (MN)

Pennsylvania is the third most rural state in the nation. The recession of the 1980s devastated the rural economy, leading to a brain drain from rural areas. Nevertheless, there's much that's right about rural schools. Rural schools have pioneered the use of distance education technology. Staff remain in rural schools because they like the surroundings, want to be near family, and like the sense of community. Dropout rates are lower in rural school districts. Education has been centralized through consolidation and statewide testing, but the core of rural education is community, which cannot be tested. The shortage of administrators is widespread. Teacher shortages are most evident in rural areas in the state's interior, especially among special education staff. The cost of special education has increased by 3000 percent since 1971, and vocational education costs have become prohibitive for some districts. The list of things schools are expected to be accountable for grows continually, yet time and funding are not increasing. Rural districts do not have the funding base to cover these costs. The state's funding system has changed every year since 1991, leaving some rural school districts to defend themselves by not spending. The lack of community colleges in rural Pennsylvania has prompted some districts to contract with out-of-state community colleges to provide courses. The expense of postsecondary education is becoming prohibitive for rural students, and the state college system is their only means of entering into higher education. (TD)

The social and economic impacts of adult and community education (ACE) in Australia were examined in an exploratory study. A provider survey that was sent to approximately 1,900 ACE providers elicited 315 responses (response rate, approximately 17%), and a student survey that was sent to 4,000 ACE students generated 400 responses (response rate, 10%). Six student focus groups were also held. The study established that, although non vocational education and training (non-VET) ACE still accounts for most ACE provision, the sector has been characterized by increasing provision of VET and an increasing role as a "transition platform" into formal VET or higher education. Although categorization of adult learning experiences into non-VET ACE versus VET ACE was convenient (or necessary) for education and training policymakers and statisticians, the distinction did not appear very relevant to actual ACE participants. ACE's community-based mode of provision was frequently said to suit the needs of women, non-English speakers, disabled individuals, older learners, indigenous people, rural residents, unemployed individuals, and early school leavers. ACE has been playing an increasing role in provision of VET to small businesspeople. (Fourteen tables/figures are included. The bibliography lists 15 references. A technical appendix on the human capital model and confidence intervals for the economic impact estimates are appended.) (MN)

An historical account of the creation and development of the UNESCO Institute for Education (UIE) is presented. Written in honor of the 50th anniversary of UIE, this institutional history begins with a series of seven prefaces and memoir essays about the organization written by UIE administrators, board members and researchers. Two chapters detail the founding and establishment of UIE, and present short portraits of these seven UIE pioneers: John West Robertson Thompson, Minna Specht, Paul Lengrand, Gottfried Hausmann, Paulo Freire, Bogdan Suchodolski, and Maria Montessori. Following these is a chapter, organized by decades, devoted entirely to the activities of UIE since its inception. The final chapter focuses on the present day activities of UIE and its current emphasis on lifelong learning and non-formal education. Publications of the UIE are next featured, including photographs of covers of the International Review of Education and other selected publications. Captioned photographs of both the founding and current staffs precede brief biographies of all UIE directors. Historical essays are included from these three UIE directors: Tetsuya Kobayashi, Ravindra Dave, and Paul Blanger. Among the final lists and appended material are a list of governing board chairpersons; a list of governing board members from 1951-2002; a UIE chronology; a list of UIE conferences from 1952-2002; and an index of the 45 photographs included. (AJ)

This guide is designed to help Canadian educators, in partnership with their communities, organize and operate off-campus education programs that provide meaningful experiences for students. It outlines required and recommended procedures to guide school authorities as they implement off-campus education programs in both core and optional subject areas, including academic subjects, career and technology studies, and fine arts. Section 1, on off-campus education policy, provides background, policy, definitions, procedures, and references. Section 2 describes these types of off-campus education: community partnerships, work study, work experience 15-25-35, and registered apprenticeship programs. Section 3 contains applicable legislation and regulations. Section 4 focuses on program initiation and determination of the focus of the program. Section 5, on program management, covers student selection; preplacement orientation; employer selection; placement procedures and documentation; monitoring; student records; integration sessions; developing a summary of competencies/learning plans; assessment and evaluation; and evaluation of the placement. Section 6, on safety in the workplace, addresses work station/work site inspection and approval and workers' compensation coverage. Section 7 discusses promoting an off-campus education program within the community, the school authority, and the school. Section 8 is on program evaluation. Appendixes include a list of 34 additional learning resources and sample materials, such as applications, correspondence, reports, agreements, evaluations, and promotional material. (YLB)

This resource guide shares a practical, methodical approach to the introduction of character education into the classroom. The guide contains a set of 17 practice-proven lesson plans that focuses on one of the tasks of modern education. It gives special attention to the integration of character education with language arts and the fine arts. It also provides practical suggestions regarding the integration of character education with mathematics, social studies, science, music, and physical education. The guide includes 13 chapters: (1) "In Favor of Character Education in Schools"; (2) "Teacher Motivation"; (3) "Casting Some Light on 'Eleven Principles of Effective Character Education'"; (4) "Well Begun Is Half Done: Suggestions for a Simple Start in Teaching Character Education"; (5) "Character Education through Curriculum Integration"; (6) "Teaching One Trait at a Time" (Lessons 1-9); (7) "Teaching Three Traits at a Time" (Lesson 10); (8) "Teaching the Community-Chosen Set of Traits Integrating Several Subjects" (Lesson 11); (9) "Artistic Expression and Character Education" (Lessons 12-13); (10) "Teaching a Set of Traits from More Challenging Literary Works" (Lessons 14-17); (11) "Music and Character Education"; (12) "Physical Education and Character Building"; and (13) "A Character Education Exhibition Wall." Appended are standards for various disciplines and an extensive list of additional resources. (Contains 49 works cited.) (BT)

The Recreational Boating and Fishing Foundation (RBFF) aims to increase participation in recreational boating and fishing and thereby increase public awareness, appreciation, and stewardship of aquatic natural resources. This document contains a summary and 11 commissioned papers from an RBFF workshop to create guidelines for best educational practices in fishing, boating, and aquatic stewardship programs. Following a preface by Bruce E. Matthews, the papers are: (1) "Fishing, Boating, and Aquatic Stewardship Education: Framework and Best Practices Recommendations" (Anthony J. Fedler); (2) "Best Practices for Curriculum, Teaching, and Evaluation Components of Aquatic Stewardship Education" (William F. Siemer); (3) "Elements of Effective Environmental Education Programs" (Julie A. Athman, Martha C. Monroe); (4) "The Right Tools for the Job: How Can Aquatic Resource Education Succeed in the Classroom?" (Rosanne W. Fortner); (5) "Guidelines for Best Practices in Aquatic, Fisheries, and Environmental Education" (Michaela Zint); (6) "Best Practices in Boater Safety Education" (Alan R. Graefe); (7) "Defining Best Practices in Boating, Fishing, and Stewardship Education: Challenges and Opportunities for Reaching Diverse Audiences" (Myron F. Floyd); (8) "An Overview of an Issue and Action Instruction Program for Stewardship Education" (Tom Marcinkowski); (9) "Outdoor and Risk Educational Practices" (Marni Goldenberg); (10) "Water-Based Outdoor Recreation and Persons with Disabilities" (Jo-Ellen Ross); (11) "Recommended Educational Practices for Youth Environmental Education from a 4-H Youth Development Perspective" (Kathleen E. Vos); and (12) "Best Practices in Marine and Coastal Science Education: Lessons Learned from a National Estuarine Research Reserve" (Janice D. McDonnell). (Contains references in each paper.) (SV)

Human Scale Education's 1998 conference addressed the creation of schools and learning experiences to foster in young people the attitudes and skills to shape a fairer and more sustainable world. "Values and Vision in Business and Education" (Anita Roddick) argues that educational curricula must contain the language and action of social justice, human rights, community economics, sustainability, and ethics if young people are to understand that they can make a difference to their world. "Education for Citizenship" (Richard Pring) maintains that citizenship education must prepare young people not only for an economic future but also for a political one in which they are expected to participate actively within a democracy. It is difficult to encourage children to discuss, debate, and explore issues within the context of the British national curriculum. "The Ecology of Learning" (Satish Kumar) discusses the need for life-centered education as well as child-centered education. It is essential that children are taught how to value and respect the life of the planet. Workshops discussed applying sustainability themes identified at the U.N. conference in Rio to education; involving students with adult professionals in experiential projects connecting art, design, and environmental education; engaging students, parents, and teachers in dialogue about each other and about implementing change; differences in learning at small schools compared to large, impersonal state schools; and working with government to infuse environmental education and sustainability throughout the national curriculum. (TD)

This book scrutinizes the education now being received by 6 million U.S. children with disabilities. It identifies the problems that currently beset special education, analyzes their causes, and suggests solutions. Chapters include: (1) "The Evolution of the Federal Role" (Tyce Palmaffy); (2) "Time To Make Special Education 'Special' Again" (Wade F. Horn and Douglas Tynan); (3) "Effectiveness and Accountability (Part 1): The Compliance Model" (Patrick J. Wolf and Bryan C. Hassel); (4) "The Moral Foundations of Special Education Law" (Mark Kelman); (5) "Special but Unequal: Race and Special Education" (Matthew Ladner and Christopher Hammons); (6) "Special Education at Coles Elementary School" (Robert Cullen); (7) "How Special Education Policy Affects Districts" (Anna B. Duff); (8)"How Federal Special Education Policy Affects Schooling in Virginia" (Frederick M. Hess and Frederick J. Brigham); (9) "The Rising Costs of Special Education in Massachusetts: Causes and Effects" (Sheldon Berman and others); (10) "Nasty, Brutish...and Often Not Very Short: The Attorney Perspective on Due Process" (Kevin J. Lanigan and others); (11) "Navigating the Special Education Maze: Experiences of Four Families" (Siobhan Gorman); (12) "Rethinking Learning Disabilities" (G. Reid Lyon and others); (13) "The Little-Known Case of America's Largest School Choice Program" (Daniel McGroarty); and (14) "Effectiveness and Accountability (Part 2): Alternatives to the Compliance Model" (Chester E. Finn, Jr., Andrew J. Rotherham, and Charles R. Hokanson, Jr.). (Individual chapters contain references.) (CR)

The past, present, and future of vocational education and training (VET) in Belgium were examined. The examination focused on the following topics: Belgium's education system; VET for young people; continuing vocational training; financing of continuing VET; qualitative aspects of VET; training of trainers; and trends and prospects. The following were among the key findings: (1) although continuing training in Belgium is undoubtedly on the increase, participation by adults remains below the European mean and major inequalities exist from the standpoint of access; (2) training schemes organized and financed by employers chiefly benefit better qualified workers; (3) guidance and training are viewed as interrelated, with the aim being to encourage people to take a proactive attitude toward adapting their skills during their working lives so that they can progress or find new positions; (4) Belgium has 12,000 agencies working in the 8 main fields of training and offering 14,000 specific training schemes; (5) regulation of training is increasing; and (6) developing an evaluation culture for VET will require ensuring that available data are comparable and that all programs and measures implemented have clearly stated objectives. (Thirteen figures/tables are included. A list of acronyms and abbreviations and addresses of 13 useful organizations are appended.) (MN)