Education & Pedagogy

The VETO-project is part of the National Strategy's goals for providing learning opportunities through the use of networks in vocational education in Finland. The National Board of Education, University of Tampere and Hame Polytechnic, Vocational Teacher Education College, and several vocational pilot institutes located at different regions in Finland are involved with the VETO-project. The main goal of the VETO-project is to create the dynamic dialogic model for network-based learning to benefit the needs of vocational education and learning on the job. This paper considers two research questions: (1) What are the elements of the dynamic dialogic model for network-based learning in vocational education? (2) What kind of competence do teachers and students in teachers education have in inquiring as a part of dialogic knowledge construction? The paper describes important results and implications of the project. (Contains 31 references.) (AEF)

This collection of papers presents the experiences of several university educators in dispelling myths about teacher education. The papers include: "Introduction--Out of the Ivory Towers: Making Connections with the Public" (Gail Huffman-Joley); "Education Deans Are Not Activists for Reform" (Richard C. Kunkel and Molly Hultquist Gregg); "There Is No Connection between Standards and the Assessment of Beginning Teachers" (E. Lynne Weisenbach); "Teacher Education Programs Are All the Same" (Mary E. Diez); "Teacher Education Is Not Reality Based" (Raphael O. Nystrand); "We Have 'Lost' the Best and Brightest in Teacher Education" (Frank B. Murray); "Schools and Colleges of Education Are Unable To Raise Funds" (Bernard Oliver); and "Outsiders Are Not Welcome" (Gary Galluzzo). (Papers contain references.) (SM)

Most stakeholders in higher education are deeply interested in improving student learning outcomes, but there is disagreement about whether standardized testing programs will contribute to this goal. Plans for standardized testing of college students in public institutions appear to be on the rise. Eight to 10 states currently engage in standardized forced-choice testing for students in public institutions of higher education. These programs are outlined. In a draft paper on statewide testing in higher education, Peter Ewell has expressed a belief that more of these tests may be developed as a spin-off of assessment trends in K-12 education. Higher education may soon be subjected to the same "teach to the test" syndrome that public school teachers in high stakes testing environments now experience. If a widely shared understanding of the aims and purposes of higher education can be developed, higher education may be able to avoid this dilemma. (SLD)

This report reviews Thailand's campaign for education for all, which is supported by United Nations Children's Fund (UNICEF). By focusing on two specific projects, the report attempts to discern how well this elaborate system of cooperation is working. The first case study in the report highlights two responses to the need to promote early childhood care and development; teaching child-rearing skills within the family and within a community setting; and establishing universal preschool education. The second case study looks at the policies designed to encourage students finishing primary school to stay in school through the lower secondary level. The report offers recommendations that grow out of the case studies, including expanding basic education to nine years, augmenting preschool education, and concentrating the administrative elements into one single organization. (Contains 6 tables of data.) (BT)

This paper aims to show the significance of the educational reforms of women's higher education during the U.S. occupation of post-World War II Japan. To help fill the gap of research on women's higher education in Japan, focus is on an historical analysis of women's higher education reform policies. Since educational reforms are not one-dimensional, the paper analyzes the educational reform policies of women's higher education through the use of an assortment of historical materials. It examines the installment of the single-track system and its influence on women's higher education through primary and secondary sources. It calls for further research to shed more light on the reality of the postwar educational reforms in women's higher education while comparing them to the prewar system that was immersed in a rigid cultural setting. (Contains 26 references and 5 notes.) (BT)

Considering current public policies for teacher education, recent educational reforms, and the renewed discussion of the teacher's role within contemporaneous approaches in the field of education, it is essential to discuss how teacher identity is gradually constructed in teacher education programs. This paper discusses processes of teacher identity construction through an analysis of two different teacher education programs that have emerged in Brazil in the last 2 decades. The first one is the official teacher education program, which has been considered a "top-down" conservative reform program. The second one is the teacher education program proposed by the Landless Workers' Movement, which has been considered a "bottom-up" progressive program. This analysis is an attempt to gain a better understanding of the multidimensional processes that influence people as they become educators through their entry into preservice programs under particular educational reform environments. (Contains 27 references.) (Author/SM)

This collection contains 54 papers from the 48th annual conference of the Education Law Association held in November 2002. It has as its focus education law, yet it covers a wide variety of topics and issues affecting the entire range of education from preschool to college. Among the topics are the following: school vouchers; school safety and security; educational financing; accountability and educational malpractice; assessments and high-stakes testing; teachers rights and responsibilities; school desegregation; special education; equal protection under the Constitution; employee rights; school dress codes and uniform policies; performance pay for superintendents; charter schools; academic freedom; technology in education; students rights; freedom of speech; the teaching of law; and sexual misconduct. (Contains an author index.) (WFA)

Because of problem behavior in society ranging from impoliteness to violence, character education for students has become a relevant topic. This paper asserts that character education for elementary students can be useful and discusses implementation of character education. The paper suggests that teachers should choose worthwhile goals for such education, provide appropriate learning opportunities, and evaluate progress. The section "Objectives of Character Education" discusses the importance of having students work in groups and how to achieve this. The section "Standards in Education" reminds educators that because of students' multiple intelligences, student progress should be evaluated in multiple ways. The section "Teaching Values" argues against exhortations and extrinsic inducements in favor of methods that teach self-control and learner involvement. The paper concludes that character education should be an inherent part of school curriculum. Contains 13 references. (EV)

Training represents a significant portion of the adult education market, yet many believe the principles of training are not aligned with principles of adult education. A literature review supports the inclusion of training within the adult education field by comparing their respective philosophies and aims, their assumptions about adult learners and the learning process, and the role that teachers play in each. It concludes that the level of success of any adult learning experience is contingent on a collaboration of learner, facilitator, and methods. Organized adult learning activities that adhere to andragogical principles must be considered adult education even if those activities are termed "training." It may be time for adult education professionals to abandon the line of demarcation between training and adult education and focus instead on combining the strengths of both to create a new definition of adult education. (Contains 17 references.) (KC)

This document contains six research papers: "Articulation Practices among Secondary and Postsecondary Vocational-Technical Education Programs" (Bob R. Stewart, Sandra Eckert-Stewart); "What Message Are We Sending to Counselors about Their Role in Tech Prep?" (Paula Puckett); "From School-to-Work: Secretaries' and Machinists' Representations of Their Occupations" (Marcelle Hardy); "Vocational Student Success in Distance Education Courses" (Michael K. Swan, Diane H. Jackman); "The Motivation of Students to Participate in Distance Education: An Assessment Based on Houle's Typology" (Allen D. Truell); and "An Equivalency Study Comparing Paper-Pencil and Internet-Based Occupational Competency Tests" (Jerome T. Kapes, et al.). (KC)

This report describes activities of a one-year, federally supported project at the University of Guam to survey public school and university needs in dealing with a multicultural student population. Local and regional educational professionals (teachers, faculty, administrators) and students were interviewed regarding their views on the region's needs in multicultural education. The survey-interviews with educators focused on perceived needs in the education of a culturally widely divergent student population, anticipated inservice needs, and desired skills and knowledge for future teachers. University students were asked to comment as to what extent the university recognized them as cultural individuals. A follow-up study of graduates was also designed, tested, and enacted. Results of the project were used in the redesign of the College of Education's multicultural education program and the development of a related grant proposal. Renewed interest in multicultural education by college faculty was also observed. (DB)

This publication describes an effort of the U.S. Department of Education to promote comprehensive educational reform by consolidating various elements and programs. The "cross-cutting" approach described considers the links among vocational-technical education, elementary and secondary education, postsecondary education, and workforce preparation programs; and involves coordinating planning and cooperation at the federal, state, and local levels. To convey how these cross-cutting efforts translate into specific initiatives, brief descriptions of specific strategies that address the cross-cutting approach are provided: (1) The Education Flexibility (Ed-Flex) Partnership Demonstration Program; (2) Waivers of Federal Education Program Requirements; (3) The GOALS 2000: Educate America Act; (4) The School-to-Work Opportunities Act; (5) Integrated Review Teams; (6) Regional Conferences on Improving America's Schools; and (7) Serving Out-of-School Youth in a School-to-Work Framework. (KC)

Education unity among Europan Community countries is very important in the process of unifying Europe. Hence, with the thoughts of strengthening a regular determined and democratic society, the education ministries of 29 European countries, started the unifying education process by signing the Bologna Declaration in June 19, 1999. SOCRATES and ERASMUS were also accepted in January, 24, 2000. The final step of higher education, is very important in providing qualified human resources sharing scientifically gained knowledge, continuing development of skills for changing needs and educating youngsters towards European ideal. The Turkish Higher Education Law number 2547 which has been in process for 20 years and the law proposals that were prepared by National Education Ministry (NEM), Higher Education Council (HEC) and University Council (UC) in order to change the current higher education law were examined in this paper in the light of ERASMUS. (Contains 1 table.)

The technology education in Taiwan is prescribed in the national curriculum and provided to all students in grades 1-12. However, it faces the following challenges: (1) Lack of worthy image, (2) Inadequate teachers in elementary schools, (3) Deficient teaching vitality in secondary schools, and (4) Diluted technology teacher education programs. In order to create opportunities for the survival and prosperity of technology education in Taiwan, the following efforts should be made: (1) Embrace technology education in country-wide further-study examinations, (2) Initiate an international comparison of students' technological literacy, and (3) Make well preparation for the next national curriculum revision. (Contains 1 figure.) [This paper was published in: "Challenges and opportunities facing technology education in Taiwan." Proceedings of the International Conference on Technology Education in Asian and Pacific Region (ICTE 2009) (pp. 78-81). National Taiwan Normal University, Taiwan.]

The new international aid architecture was established to improve the efficiency and effectiveness of development aid by emphasising country ownership, alignment with national priorities and the harmonisation of donor processes. These features are evident in the Education for All-Fast Track Initiative [EFA-FTI], a global partnership between donor and developing countries launched to ensure accelerated progress towards universal primary education. This monograph explores EFA-FTI efforts to expand the partnership model to incorporate fragile states. It analyses the critical factors, procedures and governance issues that have been addressed in the development of a framework for financing education in such contexts, and identifies key lessons for future education resourcing initiatives in fragile states. (Contains 11 footnotes and 1 table.) [This research was supported by the Economic and Social Research Council.]