Education & Pedagogy

In May 2018, a group of scholars gathered in the icy and sunlit grandeur of Queenstown (Aotearoa New Zealand) to talk, debate and share ideas about health education. The conference aimed to trouble and disrupt traditional kinds of health education and, instead, suggest possibilities for the critical study of health education -- both in terms of theory and practice. This introduction to the special themed symposium is a reflection by the six authors on that new conference -- Critical Studies in Health Education (CHESS) -- and what it aimed to achieve. The authors discuss and define the intent of critical approaches to health education, and reflect on their experiences of the conference, as well as the future of the field. Papers in this special themed symposium of "Health Education Journal" are also introduced.

Health education has changed in many ways since "Health Education Journal" was first published, with developments moving the discipline forward in ways not envisaged 75 years ago. While there have been recent concerns about the decline in status of health promotion and linked worries about health education, the contemporary evidence base has grown to support the delivery of good quality health education and the development of capable and skilled practitioners. Pedagogy has further developed as well, and new technology now enables health education to have broader reach through online teaching and learning, social media and open-access publications. Global challenges remain, however, and the context in England is one in which both education and practice face major trials despite the contribution that health education has made by those educated and trained in this setting over a period of many years.

This paper examines the current state of lifelong education in Israel in the light of the Jewish concept of lifelong education. After presenting six basic elements of Judaism, the paper raises the question of whether there exists a continuity from the Jewish conception of lifelong education to its actual shape in modern Israel. An analysis is made of the adult/lifelong education provided by the Kibbutz and Moshav movements, the Israel Defence Forces, and women's voluntary organizations. A discussion of the contradictory faces of the Israeli person reveals some of the inconsistencies in the planning and provision of adult/lifelong education. The last section of the paper deals with three dilemmas: first, the rather unauthentic meaning of the concept of lifelong education in Israel today; second, the issue of the Text and the Rabbi; and third, the limits of change. (KC)

A guide for Lao-speaking parents of elementary and secondary school students in Nebraska provides in Laotian, and then in English, information concerning education in the state. Topics covered include: state policy concerning enrolling children in school, medical requirements for enrollment and attendance, the school curriculum requirements and learning English both in regular English classes and in English as a second language programs, physical education, special education, school requirements for equity and non-discrimination, homework and grades, school clothing and grooming, notes from school, school visits by family members, school lunches, extracurricular activities, absences and illnesses, weather and school closing or early dismissal, disciplinary action, and moving within or outside the school district. (MSE)

A guide for Cambodian-speaking parents of elementary and secondary school students in Nebraska provides in Cambodian, and then in English, information concerning education in the state. Topics covered include: state policy concerning enrolling children in school, medical requirements for enrollment and attendance, the school curriculum requirements and learning English both in regular English classes and in English as a second language programs, physical education, special education, school requirements for equity and non-discrimination, homework and grades, school clothing and grooming, notes from school, school visits by family members, school lunches, extracurricular activities, absences and illnesses, weather and school closing or early dismissal, disciplinary action, and moving within or outside the school district. (MSE)

A guide for Hmong-speaking parents of elementary and secondary school students in Nebraska provides in Hmong, and then in English, information concerning education in the state. Topics covered include: state policy concerning enrolling children in school, medical requirements for enrollment and attendance, the school curriculum requirements and learning English both in regular English classes and in English as a second language programs, physical education, special education, school requirements for equity and non-discrimination, homework and grades, school clothing and grooming, notes from school, school visits by family members, school lunches, extracurricular activities, absences and illnesses, weather and school closing or early dismissal, disciplinary action, and moving within or outside the school district. (MSE)

These business education curriculum guidelines are designed as a guide for teachers, counselors, and administrators involved with business education in Montana. Introductory materials include the goals of business education and suggested curriculum patterns for different business and office education programs. Guidelines are provided for 17 courses: accounting, basic business, business communications, business law, business machines, business mathematics, consumer economics, cooperative office education, data processing, economics, keyboarding, office procedures, recordkeeping, shorthand and transcription, simulated office laboratory, typewriting, and word processing. For each course, some or all of these components are included: length of course; grade level; brief overview; objectives; a topical outline; teaching methods; evaluation, standards of performance, testing, and grading; listings of textbooks and references, audiovisual aids, and equipment and supplies; and layout and facilities. Names and addresses of publishers, distributors, and suppliers are appended. (YLB)

A collection of papers on immersion programs focuses primarily on their applicability for language minority students, and addresses some common myths and misunderstandings about immersion education. In "An Overview of Issues in Immersion Education" (Wallace Lambert), major issues and misconceptions are outlined. A second group of papers includes: "Historical and Theoretical Foundations of Immersion Education (Fred Genesee); "Canadian French Immersion Education: Current Administrative and Instructional Practices" (Sharon Lapkin and James Cummins); and "A Review of Immersion Education in Canada: Research and Evaluation Studies" (Merrill Swain). The final group of papers looks at the situation in the United States, in "The Immersion Education Approach to Foreign Language Teaching" (Russell N. Campbell), and "The Inadequacy of English Immersion Education as an Educational Approach for Language Minority Students in the United States" (Eduardo Hernandez-Chavez). (MSE)

This report doucments a hearing to extend authorization of appropriations under the Vocational Education Act of 1963. The discussion focuses on the role of the nine vocational student organizations in vocational education. Testimony includes prepared statements, letters, and supplemental materials from six individuals representing the Health Occupations Students of America; International Brotherhood of Electrical Workers; Crestview High School, Ohio; Vocational Industrial Clubs of America; Mack Trucks, Inc.; National Grange; American Industrial Arts Student Association; Distributive Education Clubs of America, Inc.; Future Business Leaders of America; Future Farmers of America; Future Homemakers of America; National Postsecondary Agricultural Student Organization; Office Education Association; and National Coordinating Council for Vocational Student Organizations. (YLB)

This publication is designed to help teachers develop better skills in the teaching of personal and family financial planning and consists of eight chapters: (1) Personal and Family Financial Education: The Need and Structure (C. Raymond Anderson); (2) Development of Self-Concept in Relation to Personal and Family Financial Planning Strategies (Mervin D. Lynch and Melissa Levi Heuston); (3) Roots, Regulations, and Relevance from a Consumer Perspective (Mary Beth Minden); (4) Personal and Family Financial Planning in Social Studies Education (Roger C. Niemeyer); (5) Personal and Family Financial Planning in Home Economics Curriculums (E. Thomas Garman); (6) Financial Planning for Undereducated Adults: A Process Approach (John W. Tibbetts and Dorothy Westby-Gibson); (7) The Community College and Personal and Family Financial Planning (James L. Wattenbarger); and (8) Better Teacher Education Through Personal and Family Financial Planning (Joel L. Burdin). (JD)

Intended to help people in museum education better understand what museums are doing, this study examines school-related youth education in Canadian museums and implications for the relationship between museums and the public education system. The major sources of information are interviews, visits to institutions, and responses to questionnaires on museum-school relations. These are supplemented by documentation collected from various institutions and informal conversations with people involved in museum education. Themes reported include the developing sense of museum education in Canada, the huge numbers of people served, the emerging professional identity of museum personnel and their sense of commitment to museum education, the role and status of the museum educator within the museum, communication and working relationships with the public school system and with teachers, the varieties of school related services, and future directions. A bibliography is provided. (RM)

This report provides analysis and preliminary recommendations on a mandate that requires and contributes to the development of physical education components in Illinois public schools. The report is presented in sections dealing with: (1) five areas of analysis and sources of information; (2) legal requirements and statutory authority for providing physical education; (3) legislative history of the physical education mandate; (4) status of the current physical education program; (5) an analysis of five areas of study; and (6) preliminary recommendations, conclusions, and summary of the development of a state physical education program. Discussion of the five areas of analysis centers on the narrow interpretation of the mandate in school districts and on the need to redefine the mandate to include more realistic requirements. The summary and conclusions state the reasons that the current mandate is not viable and reasons that physical education programs are needed in Illinois. (FG)

A bibliography of about 45 materials authored, coauthored, or edited by Morris T. Keeton on the nature of experiential learning in higher education is presented. Specific topics of the publications, which cover 1938-1982, include the following: quality, equality, and experiential learning; defining and assuring quality in experimental learning; improving accreditor's evaluation of experiential learning programs; building experiential learning into external degree programs; integrating education and practical experience in American higher education; accrediting off-campus learning; alternative pathways to liberal education; campus responsibilities for the fit between training and jobs; dilemmas in accrediting off-campus learning; a profile of private liberal arts colleges; the range of ethics; the climate of learning in college; Antioch College's redesign of its general education program; and the philosophy of Edmund Montgomery. (SW)

The discussion in this hearing, centering on extension of the appropriations under the Vocational Education Act of 1963, focuses on H.R. 6985, the Older Americans Vocational Education Act, which authorizes $20 million per year for grants to educational agencies and institutions to establish model centers for vocational education for older persons. Testimony includes statements and prepared statements, letters, and supplemental materials from eight individuals representing the American Association of Retired Persons; the Institute of Lifetime Learning; Wave III Associates; two Representatives in Congress; and the Connecticut Advisory Council on Vocational and Career Education. (YLB)

This is the second in a series of six units for administrators and teachers to serve the Environmental Goal, one of Pennsylvania's Twelve Goals of Quality Education. The environmental goal states that quality education should help every student acquire the knowledge and attitudes necessary to maintain the quality of life in a balanced environment. The objective of this unit is to learn about Piaget's developmental theory and its implications for designing environmental education curriculum. Topics discussed in the unit include: (1) nature of environmental education and its processes; (2) Piaget's developmental theory of learning; (3) transition between representational and formal thinking; (4) cognitive development, values, and environmental education; (5) list of values extracted from the philosophy of Ralph Barton Perry which provide guidance to facilitate transition to formal operations and to the learning of environmental education; and (6) implications of developmental theory for environmental education curriculum. A short unit test (with answers) is provided. (Author/JN)