Education & Pedagogy

These papers, prepared by graduate students at Texas Woman's University as part of an internship program, are presented in three sections: (1) overview and administration of federal programs; (2) Title I of the Elementary and Secondary Education Act; and (3) some procedural considerations in the development of federal programs. The specific topics include: (1) theory and past interpretation in education of the administration and management of federal programs; (2) Title IX dealing with equal rights for women; (3) the Rehabilitation Act, Section 504; (4) education and the migrant child; (5) Project Head Start; (6) Title I: overview, implementation, unique features, and innovative characteristics, administrative implications, migrant education programs, and financial assistance to local education of children of low-income families; (7) talent search; (8) the Indian Education Act of 1972; (9) vocational education for handicapped students; and (10) education of the preschool handicapped child. (AMH)

The effects and implications of the Education for All Handicapped Children Act, Public Law (PL) 94-142, are discussed in this collection of conference presentations. A panel gave an overview of legislative and legal aspects of the law and its implications for personnel development and funding. Small group sessions were held on: individualized education programs; least restrictive environments; personnel development; the role of the collective bargaining process; student testing; school and teacher accountability; and agency and organizational roles. Presentations at the general sessions were on the National Educational Association Special Study of Handicapped Children, and implications of PL 94-142. Perspectives on the conference are given by several participants. Brief annotations and distribution information for ten films shown at the conference are provided. (FG)

This paper examines the strengths and weaknesses of liberal education and and considers options for articulation between them in higher education. While the two fields seem unrelated, closer inspection of how each field defines itself and views its goals and objectives leads to the conclusion that they have many similar processes and affective characteristics. Potential advantages of moving toward greater articulation between the two fields are examined. As an example, it is suggested that, in the area of values and ethics, a biomedical ethics course could have a philosophy component concentrating on theoretical aspects, and a health education components, focusing on applications to community situations. Faculty and students from both areas could benefit from interchanges of perspectives through interdisciplinary seminars, team-taught classes, and jointly conducted research and service projects. (Author/JD)

This paper investigates, analyzes, synthesizes, and subsequently proposes some potential consequences of the interaction of industrial arts and postsecondary/adult education as set within the context of today's society. Part 1 first lists fourteen key societal influences, trends, and characteristics which provide a conceptual description of the context of the educational environment as a basis for the proposals to be made. It then presents an overview of the postsecondary arena's institutions, populations, programs, and objectives. Part 2 begins with a synthesis of industrial arts objectives. It then explores the possibilities of industrial arts in postsecondary/adult education. Suggestions include contributions of industrial arts to postsecondary/adult education program objective areas of (1) occupational/vocational/technical/pretechnical education, (2) recreational/leisure/cultural and avocational education, (3) basic education, and (4) transfer/liberal arts/college parallel education. (YLB)

The purpose of the statements in this pamphlet is to assist school personnel and community leaders in determining focus and direction as they develop programs of physical education for elementary school children. An underlying principle in all of the statements is that physical education is an integral part of the total educational program. To become a fully functioning individual, the child needs many opportunities to participate in well-conceived and well-taught learning experiences in physical education. Brief positions are offered on the following topics: (1) the child; (2) the teacher; (3) teacher preparation and staff development; (4) instructional programs; (5) evaluation; (6) organization and administration; (7) equipment and facilities; and (8) school-related programs. Reflected in the positions are principles in federal legislation on equity for all children regardless of race, creed, sex, or handicapping condition. (FG)

The purpose of bilingual education is to increase the academic ability and success of the student through the use of the native language as the principal instrument of instruction. The aim is for the student to develop appropriate academic attitudes towards, practical aptitudes in, and a knowledge of the target language. The pamphlet explores bilingual education as it traces: (1) the principles, rights, and responsibilities of bilingual and bicultural education; (2) methods of bilingual instruction; (3) bicultural education; (4) the history of bilingualism in the United States; (5) the social implications of bilingual eduation; (6) goals and objectives of bicultural programs; (7) administrative planning for bilingual and bicultural programs; (8) the future of bilingual education; and (9) sources of information on bilingual and bicultural education. (JK)

Re-inventing continuing higher education is about finding ways to be a more central player in a region's civic, cultural, and economic life as well as in the education of individuals for work and citizenship. Continuing higher education will require data gathering, analytical tools, convening authority, interpretive skills, new models of delivery, multiple modes of financing, and new performance metrics. The success of the national economy depends on higher education as a lifelong resource to individuals, organizations and communities as they navigate the incredible technological and global forces shaping regional economies and community life. Professionals in continuing higher education have to reinvent themselves in order to contribute to the reinvention of their regions through: (1) Increasing knowledge of place; (2) Partnering in regional strategies to ensure or enhance regional prosperity; (3) Identifying, building, and renewing the regional talent pool; and (4) Providing access to global ideas and resources essential to regional success.

This article describes the support and education of gifted students in Poland. The author presents a definition of ability. Rudimentary documents and acts of the Polish Ministry of National Education regarding the education of gifted students are introduced. The systems of general and special education are discussed--including artistic and sports schools. The author presents the latest projects of the Ministry and selected examples of good school practices and nongovernment organizations supporting the development of the gifted. A brief description of significant study results is provided as well as theoretical and educational concepts regarding gifted students. Finally, the author indicates possible changes in projects on the support and education of the gifted with the necessity of including the education of the gifted in the life span perspective. Directions for further research in the area of ability are also presented. (Contains 1 figure.)

This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education for sustainable development (ESD) and how learning contributed to sustainable development. It concludes that the project facilitated ESD through whole college, cross-curricular, collaborative, thematic, active learning to varying degrees. Interdisciplinary approaches were achieved in extra-curricular clubs, but rarely in the discipline-bound college curricula. Few colleges included valuing or explored the controversial nature of biodiversity. Ecological, social, cultural and economic outcomes are identified; however, systemic interconnections of these dimensions are limited. (Contains 3 tables.)

The main purpose of this paper is to analyse the return to pre-immigration education for non-western immigrants, and explain why it is so low. Returns to one extra year of education is three times higher for ethnic Norwegians than for non-western immigrants. Using the method "Over-Required-Under" (ORU) education approach, we reveal that this is because non-western immigrants have lower returns to overeducation and required education, and they also have lower penalties associated with undereducation. These factors together explain more than 60% all of the difference in returns to education between native born and non-western immigrants. Based on different results in this paper, we argue that both quality of education from the country of birth and lack of transferable skills may be important components.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [Reprinted with the permission of the author and publisher: Stein, D. S. (2006). Establishing Conceptual Boundaries: What Is an Adult Education Project, Promise and Practice? "New Horizons in Adult Education & Human Resource Development," v20 n1 p32-42 Win 2006. Available in ERIC at EJ983775.]

This article examines a rather neglected context of intercultural education: intercultural communication education (ICE). ICE can be found in different fields such as business, applied linguistics, intercultural communication and health education, amongst others. The authors start by reviewing the latest and ongoing changes ("turbulences") in the way that "intercultural" is conceptualized in this field and form a template for analysing a focus group with lecturers focusing on intercultural communication in the Nordic country of Finland. Our analysis shows that these practitioners, who are also researchers specialized in intercultural communication, share discourses about the importance of the "intercultural" in education, but that they are unable to clearly position themselves within the existing polysemic definitions and approaches. The current turbulences seem to have very little coherent impact on the way they talk about the "intercultural".

The governance of higher education in colleges and college sectors that offer other types of education and training is distinctive in four main respects. First, governance structures are frequently separate and different for higher education and for other segments of tertiary education. Second, the size and scope of the higher-level education taught by individual institutions will bear on the extent to which the management and governance arrangements in colleges are joint or divided. Third, the growth of small and distributed forms of higher-level education has created specific problems and dilemmas for national and sub-national governance. Fourth, the multiple missions of many colleges continue to pose questions about their educational and organisational coherence and governability. It is only in recent years that a base of evidence has been available to comprehend these developments, although definitional difficulties and data deficiencies remain.

"If you cannot go to school, the school comes to you." Project Anakuran (the Hindi word for germination) is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locales. The study addresses the right to free and compulsory education for Indian children between the ages of 6 and 14 years in purview of the implementation of the Right to Education Act 2009. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015.

During the last two decades, globalization has come to occupy an important position in popular and academic discourses. Globalization has provided opportunities to produce possibilities of global awareness and at the same time crises to perpetuate a culture of fear. This article asks how church and religious education can provide a global education and help Christians continue to be faithful to their hope for God while engaging others for the common good. This also demands new kinds of global religious education directed toward social justice, cultural unity in diversity, and global responsibility, which can adequately address the challenges of neo-liberalism, fundamentalism, and transnationalism. Based on a dialectical relationship with hope and global education, instead of fear, religious education can be an important enterprise for achieving social justice, maintaining cultural unity in diversity, and equipping citizens with global responsibility, moving toward critical hope in a global age.