Education & Pedagogy

This document presents the arts education research agenda that emerged from a national conference on arts education. The conference was attended by key researchers in each of the arts education disciplines, arts educators, artists and artist teachers, representatives of arts institutions and organizations, and persons from groups and organizations that influence the priorities, development, and conduct of research efforts. The goals of the agenda are: (1) to focus the attention of arts educators, researchers, and the broader community on basic issues in arts education that can improve teaching and learning in the arts; (2) to identify what arts educators view as priorities, given limited resources; (3) to provide a conceptual framework and overall philosophy for inquiry in the field of arts education, as other disciplines are doing with their respective research agendas; and (4) to connect theory and practice, and to make research an agent of improvement in teaching and learning. The agenda was developed to articulate the many unanswered questions in three main areas of arts education: (1) curriculum and instruction; (2) assessment and evaluation; and (3) teacher education and preparation. The document consists of five parts plus notes, a bibliography, and an appendix of conference participants. The first section is an introduction of this field generated document, discussing trends in U.S. education that influence arts education. The second chapter on curriculum and instruction discusses what should be taught and how. The third chapter is on assessment, and the fourth on teacher education and preparation. The last chapter is on continued collaboration. (DK)

These four issues of volume 3 (1993) contains brief reports on published research of the National Center for Research in Vocational Education. In issue 1 are these two articles: "The Specifics: Integrating Vocational and Academic Education" and "A New Vision: Overhauling the Comprehensive High School." Issue 2 consists of four articles: "Challenges and Changes: Thinking Twice about the Status Quo"; "Apples and Oranges? Comparing Vocational and Academic Integration to Other Education Reforms"; "Exploring Assumptions: Getting to the Root of Curriculum Distribution"; and "Workplace Innovation: Reforming Education Reform." Issue 3 is a focus issue with an emphasis on integrating vocational and academic education. The three articles are "The Good and the Bad: Assisting Teachers with the Integration of Vocational and Academic Education"; "Not Just for Principals: An Outline for the Integration of Vocational and Academic Education Speaks for Itself"; and "Beyond Square One: Drawing on the Experience of Others in Vocational and Academic Integration." Issue 4 is also a focus issue dealing with special populations. The four articles are "A Tale of Two Cities and Collaborating for Limited English Proficient Students: Two Reports on the Education of ESL [English as a Second Language] Students"; "PG Rating Not Required: Parental Guidance Is an Inherent Part of Mexican-American Life"; "'Shot Full of Holes': The Relationship of Literacy Skills to Vocational Education and Work"; and "Improving Special Needs Programs: A Preliminary Framework." (YLB)

This collection of essays by leading policy analysts and educators investigate the often contradictory claims of global, peace, multicultural and citizenship education and examines what U.S. students should know about world affairs in the post-cold war era. The essays suggest methods of change based on a strong academic core of history, international relations, government, economics, and geography. After a foreword (Chester E. Finn, Jr.) and introduction (John Fonte; Andre Ryerson), the essays follow in this order: (1) "A Brief History of Pre-Collegiate Global and International Studies Education" (Andrew Smith); (2) "Global Education and Controversy: Some Observations" (Robert Fullinwider); (3) "Teaching about the World and Our Nation's Heritage: The Relationship between International Education and Education for American Citizenship" (John Fonte); (4) "Implications of the 'New Demographics' and the 'Information Explosion' for International Education" (Herbert London); (5) "International Education: The Search for Subject" (Gilbert T. Sewall); (6) "International Studies in the School Curriculum" (Diane Ravitch); (7) "Geography's Role in International Education" (Raymond English); (8) "China: Case-Study of Textbook Failures" (Andre Ryerson); and (9) "What American Students Should Know about the World" (Owen Harries). Following a conclusion by the editors, three extensive bibliographies provide information for critics and specialists in the field, for educators in international education, and for introducing the ERIC system of reference and retrieval. An addendum lists works not found in the other sections. (CK)

The central issue in education today is whether education has kept up with the fundamental and far-reaching changes in the economic and social structure of this nation. We must have a new ideal of American education grounded in the practical and hard-earned lessons of the last 10 years: that children who come to school healthy are engaged and ready to learn; that for too many children we inadvertently created a tyranny of low expectations and a watered-down curriculum; that excellency and equity are compatible; that teachers teach better if they have real time to learn new techniques and develop meaningful lessons and assessments; that schools do well when they draw on the resources of the community. It is time to move from the negative crisis of education to a positive solution. America's Goals 2000 is the centerpiece of our efforts to create a world-class education for every child. As we look to reconnect our children, four new connections deserve our special attention. First, schools must find new ways to make the connection between parents, their children, and the process of learning. Second, we must reconnect with our alienated minority youth, particularly African Americans and Hispanics. Third, we must acknowledge the vital link between reform of elementary and secondary education and ongoing reform efforts in higher education. Fourth, education must connect with technology. (Recommendations for connecting families and schools and a news release summarizing Secretary Riley's remarks, both from the Department of Education, are included.) (HTH)

The Montana Council on Vocational Education conducted a business and industry survey in February 1993 to recommend initiatives and methods the private sector could undertake to assist in the modernization of vocational education programs. A representative sample of the various types and sizes of Montana businesses were selected. Surveys were mailed to the following: chambers of commerce and Job Service Offices (n=17, 41 percent return); vocational-technical administrators, students, and others involved with education in Montana (n=83, 61 percent return); and business, industry, and labor (n=300, 18 percent return). Survey respondents noted that vocational-technical education programs are stereotyped as less desirable paths to careers. In view of this respondents thought that this image should be dispelled, because vocational-technical education can actually lead to rewarding careers. Respondents agreed that those employers who use vocational-technical programs to find employees are well satisfied, but that many employers do not consider using this source for new employees. Survey respondents frequently mentioned the need for marketing vocational education programs. All of Montana's postsecondary vocational-technical programs offer job training for businesses, but only 14 percent of businesses use the system for retraining their employees. Employers liked vocational student organizations for their leadership-training roles. Employers were willing to engage in education/business partnerships and to donate equipment. The tech prep initiative recently implemented in the state is valued by business respondents. Recommendations included the following: increasing communication about the vocational education program, providing real-world work experience for vocational students, changing the curriculum to meet current needs, and marketing vocational-technical education. (KC)

Projections are provided in this report on the characteristics of Quebec society in the year 2000, direction that must be given to Quebec's community colleges' mission, and how college education should be organized and managed. First, a summary report, corresponding to the full-length report, is presented. Part 1, Quebec Society: Foreseeable Growth and Educational Needs, focuses on the Conseil des colleges' efforts to plan within the context of recent and projected changes in Quebec's society, reviewing population, economic, cultural, political, and scientific and technological trends. Part 2, An Up-To-Date Definition of College Education, defines a quality college education, looks at college studies as a link to lifelong learning, and explores the relationship between colleges and their environment, emphasizing the services they offer the local and regional community, and their contribution to regional development. Part 3 reviews the steps involved in fulfilling the following priorities: (1) provide a broad-based, solid general education for all students; (2) revamp and adapt pre-university education to meet current and future needs; (3) improve technical education, increase recruitment, and make programs more flexible; (4) develop continuing education as a means of making college education accessible to adults; (5) develop and implement a true strategy for educational success; and (6) intensify evaluation practices and broaden their application. Finally, part 4 reviews five measures essential to the renewal and development of college education. Following the 35-page, English-language summary of highlights, the full 413-page report is presented in French. (JMC)

General education students show a higher rate of attendance than do special education students. To shed light on this discrepancy, the Office of Research, Evaluation, and Assessment (OREA) of the New York City Board of Education conducted a three-part study focusing on students in both groups who are truants or in danger of truancy. Part 1 of the study was a national mail survey of attendance policy and procedures in 34 cities. Part 2 is a statistical summary of attendance data for special education and general education students in New York City public schools. Part 3 is the report of a field study in five community school districts (five elementary schools and two middle schools in each district and two high schools in each borough). For the most part, initial attendance intervention was quicker and more consistent for special education than for general education students, but once referred, the frequency of follow-up services was comparable. Districts and schools showed a wide range of variability in services, resources, and types of staff, both nationally and in New York. In general, the OREA found that special education students receive as good, or slightly better, attendance intervention as do general education students. Recommendations are made for reduction of absenteeism. Study findings are presented in 49 tables and 7 figures. Eight appendixes contain additional information about the conduct of the three-part study, including case studies for three schools. (SLD)

This paper on the social gains from female education is part of a series, prepared by the World Bank, on the benefits of improving opportunities for women. The paper suggests that expanding women's opportunities enhances their productivity and earning potential and thus contributes to better economic performance and poverty alleviation. Education raises the productivity and earnings of both men and women. Over time female education also contributes to slower population growth and healthier families. The Bank believes that in efforts to expand women's opportunities, priority should be given to education through the secondary level, reproductive health, agriculture, private entrepreneurship, and the wage labor force. This paper is concerned with the estimation of these social gains from female education at the secondary level. The paper examines the role of female education, measured by gross enrollment rates at the secondary level, relative to, and or in combination with, some health and family planning services that influence fertility and infant mortality. It uses reduced form estimation of the total fertility rate and infant mortality rate. The paper presents cross country regressions based on data drawn from 72 developing countries. The analysis in this paper generally shows that female secondary education, family planning, and health programs all affect fertility and mortality, and the effect of female secondary education appears to be very strong. Results suggest that family planning will reduce fertility more when combined with female education, especially in countries that now have low female secondary enrollment levels. (DK)

This paper describes the development, implementation, and results of a 3-stage model of program assessment for teacher education. A survey instrument of 46 items was developed utilizing Loadman and Gustafson's National Database for Teacher Education. Data were derived from a telephone interview survey of 201 out of approximately 400 recent teacher education graduates of Indiana University at South Bend to assess their perceptions of the adequacy of their training both in general education and in professional preparation programs. The study involved: comparisons of results to those reported in a national survey; analyses to reveal changes across time and demographic dimensions; and a factor analysis of the survey items in an effort to assess the program and refine the conceptual framework of the instrument. Consistent with previous studies, results indicate more positive evaluations from more recent graduates and from graduates who have never taught. In addition, although initial intuition in this study suggested three item categories, the data collected suggested a more informative conceptual framework composed of at least six factors that seem to correspond to curricular blocks of courses (professional skills, general professional knowledge, specialized professional knowledge, humanities, educational foundations, and mathematics/science). The factor structure appears to be well suited to identifying relative strengths and weaknesses in teacher education programs. Findings are displayed in two tables and four bar graphs. (Contains 10 references.) (LL)

The object teaching revolution challenged the 19th century American education practices of learning by rote memorization and relying on the textbook and teacher for knowledge. The American version of object teaching evolved from Pestalozzi's educational philosophy of "Arschauung," which refers to learning from direct concrete observation. Early efforts to introduce object teaching in America failed because proponents of this system did not utilize teacher education. Sheldon was responsible for successfully initiating the object teaching revolution. In 1859, he introduced the system in the school system of Oswego, New York by utilizing inservice teacher education. Two years later Sheldon started a teacher training college at Oswego that appears to be the first that combined theory and practice. Sheldon and his colleagues made it their goal to also educate teacher educators. Graduates of Oswego found employment in school districts and newly forming normal schools (teacher training schools) across America and were key reasons for the spread of object teaching. Despite the eventual decline of object teaching, it impacted art education, vocational education, and reading textbooks, and had a large impact on science education. The focus on natural objects made object teaching an early form of science education. Object teaching evolved into nature study, which later evolved into elementary school science. At all levels, science teaching methods such as field trips, demonstrations, and science laboratories where promoted by object teaching. The object teaching revolution provides evidence that meaningful educational change can occur in schools through teacher education. (Contains 55 references.) (PR)

This yearbook provides an overview of scholarship in the area of gender in education. A feminist point of view characterizes the approach, recognizing the pluralism of the feminist movement. A recurrent theme is that considerations of gender are not complete without recognition of other factors. Chapters include: (1) "Sex, Gender, Feminism, and Education" (Sari K. Biklen and Diane Pollard); (2) "Historical and Contemporary Views of Gender and Education" (Elizabeth Hansot); (3) "Beyond Rolling Models: Gender and Multicultural Education" (Deborah P. Britzman); (4) "Constructions of Curriculum and Gender" (Janet L. Miller); (5) "Equity Issues in Educational Research Methods" (Patricia B. Campbell and Selma Greenberg); (6) "Gender and Achievement" (Diane Pollard); (7) "Who Benefits and Who Suffers: Gender and Education at the Dawn of the Age of Information Technology" (Joan N. Burstyn); (8) "Over Dinner: Feminism and Adolescent Female Bodies" (Michelle Fine and Pat MacPherson); (9) "Mothers's Gaze from Teachers' Eyes" (Sari K. Biklen); (10) "Making It Happen: Gender Equitable Classrooms" (Elios Scott and Heather McCollum); (11) "It Happens Here, Too: Sexual Harassment and Child Sexual Abuse in Elementary and Secondary Schools" (Nan D. Stein); (12) "Gender and Public Education: From Mirrors to Magnifying Lens" (Meg Campbell and Diana Lam); (13) "Power and Privilege in White Middle-Class Feminist Discussions of Gender and Education" (Christine E. Sleeter); and (14) "Gender, Multiplicity, and Voice" (Maxime Greene). (SLD)

This document contains seven papers about and from an international meeting on promoting linkage between technical and vocational education and the world of work. The first paper, a Final Report on the "International Expert Meeting on the Promotion of Linkage between Technical/Vocational Education and the World of Work (Tokyo, Japan, 3-6 February 1997)," examines the following: the meeting's purpose; main points raised in the keynote and country papers and multimedia presentations; major issues (major implications of multimedia and networks and their use to develop competencies through self-learning; financing of the development of multimedia approaches; evaluation of student achievements through multimedia methods; and new roles of teachers); field visits connected with the meeting; and recommendations to United Nations Educational, Scientific and Cultural Organization (UNESCO) member states. The following six papers constitute the remainder of the document: "International Trends and Developments in Technical and Vocational Education" (Gregor Ramsey); "Technical Education and the World of Work: The Brazilian Context" (Ana Maria Lakomy); "Current Trends of TVET [Technical and Vocational Education and Training] in Germany" (Antonius Lipsmeier); "Linkage between Technical and Vocational Education and the World of Work in Indonesia" (Rina Arlianti); "Technical and Vocational Education in Japan" (Haruo Nishinosono); and "The Promotion of Linkage between Technical/Vocational Education and the World of Work in Korea" (Tae-Hwa Jung). (MN)

This monograph presents a viewpoint of the nature of art education today. To provide more perspectives on past changes that help in grasping today's circumstances, the monograph offers lectures and papers that address the changing nature of the U.S. society, its cultures and sub-cultures as they affect students, the function of art in maintaining and supporting culture, and the content of art education theory and practice. In part 1, "Art Education and Cultural Diversity and Change 1965, 1980-1995," chapters are: (1) "Society, Art, and Education"; (2) "Cultural Influences on Aesthetic Experience"; (3) "Cross-Cultural Inquiry into the Social Meaning of Art: Implications for Art Education"; (4) "Cultural Diversity and Change: Implications for Art Education"; (5) "DBAE and Cultural Diversity: Some Perspectives from the Social Sciences"; (6) "Interdisciplinary and International Trends in Multicultural Art Education"; and (7) "Art in Society and Culture." In part 2, "Cultural Diversity and the Structure of Art Education," chapters are: (8) "Defining Art Education in the Eighties"; (9) "Art Education Progress: Through a Field of Dichotomies or through a Network of Mutual Support"; and (10) "Art and Community: History of the Institute for Community Art Studies." In part 3, "Cultural Influences on Professional Development," chapters are: (11) "Society and Identity: A Personal Perspective"; and (12) "Cultural, Environmental, and Individual Influences on Professional Development." Contains a selected bibliography. (BT)

This report is a review of development education and the black and ethnic minority communities in Great Britain. The development education movement in the United Kingdom has been based on producing resources, training, and support to the deliverers of education, whether teachers, youth workers, or community organizers. A feature of the movement has been the formation of a network of local Development Education Centres. In 1997, there were about 40 of these centers located mainly in larger towns and cities. This report is based on interviews, focus groups, and general discussions with a range of individuals from the black and ethnic minority communities and with development education practitioners. In all, about 160 people contributed their views of development education. Black and ethnic minority leaders find themselves operating in both the areas of community development and development education, but funders of development education have not tended to support work in the community organizations. Responses indicate that black and ethnic minorities have not separated development education from their struggles to achieve inclusive education, or their campaigns for justice and rights in Britain. Instead, the development education movement has not actively sought the support of or involvement with the black and ethnic minority communities. The first appendix lists all those consulted for this study, while the second contains a copy of the study questionnaire. Appendix 3 contains the age, gender, and ethnic breakdown of the focus group participants. Appendix 4 illustrates the diversity of black and ethnic minority organizations in two cities. (SLD)

With the advent of microcomputers during the 1970's, foreign countries have been trying to introduce some form of computer literacy into the school curriculum. This paper presents the efforts of the Department of Education of the Fiji Islands to introduce computer education into the curriculum and constraints that impede those efforts. Since the creation of the Computer Education Center (CEC), eight procedures have been used by the center to facilitate computer education teaching in the country. Measures include the purchase of computers, training of selected mathematics teachers in the use of the computers, development and distribution of computer software, school visits by CEC officials, development of teacher guides for use in instruction, production of a booklet on computers, and distribution of a computer education newsletter. The following three constraints on further development of the computer education program are identified and discussed: (1) a lack of capital investment to equip computer laboratories; (2) a shortage of qualified computer teachers; and (3) a lack of an integrated policy on the part of the planners. Seven recommendations to alleviate these problems are presented: (1) give priority to developing an integrated, long-term policy for computer education in secondary education; (2) include more units on computer education in teacher preparation; (3) develop textbooks using local content; (4) revise the salary of mathematics and science teachers to retain teachers; (5) train school administrators in non-teacher use of computers; (6) increase the importance of computer education in form 6 mathematics; and (7) conduct a survey of schools currently offering computer education to identify problems. (MDH)