Education & Pedagogy

The recent history of bilingual special education teacher training is discussed, and specific examples are cited of the need for cross-cultural skills which are found neither in bilingual/bicultural education nor in special education but are vital to working with culturally and linguistically different exceptional (CLDE) students. General and specific competencies for bilingual special educators are listed for the areas of instruction/curriculum, assessment and evaluation, classroom management, counseling, advocacy/public relations, and research. Characteristics of current teacher training programs are described. Five conditions are cited as being necessary to institutionalize bilingual special education as a regular part of college or university program offerings. Two model training programs are described--The Multicultural Institute for Change and the Bilingual Language Learning System (BLDS). Among recommendations are that curricula should be highly interdisciplinary, and that bilingual special education teacher competencies identified as critical by practitioners should be validated empirically before being used to design future training programs. (JW)

The contribution of liberal education to teacher preparation goes far beyond the simple notion of subject matter mastery. An analysis of the concept of pedagogy, combined with research about teachers and teaching and an awareness of the social conditions of teaching, can be used to construct a compelling case for a wide-ranging contribution of liberal education to teacher preparation. Even methods courses can be improved by appropriate contributions from the liberal arts and sciences. Liberal education may contribute to teacher preparation in four major areas: (1) general education; (2) higher order skills such as inquiry, critical analysis, and decision making; (3) traditional content areas; and (4) teaching methods. Cooperative efforts of liberal arts faculties and professional educators are needed to design programs of teacher preparation. (CB)

Colleges of education are at a point in time when important decisions should be made about the nature and extent of their relationships with public schools on issues relating to teacher education. Presently, and for many years, colleges of education have seen the public schools as little more than places for student teachers to practice newly learned skills. University-public school relationships must be assessed and improved so that the two are equal partners in the business of preparing educators and renewing schools. Reforms proposed by the recent education reports for either the public schools or for teacher education progams will be of limited value and effect without fundamental changes in public school-university relationships. The program at Brigham Young University to improve the relationship of its college of education with the public school is briefly described. (CB)

Developed as part of a study of the education of adults at community colleges being conducted by the Center for the Study of Community Colleges, this report provides the results of informal telephone interviews with high-level state administrators in 36 states regarding adult education funding and control. For each state, a profile is presented including, with some variation, information on: (1) the state's community, junior, and technical college system; (2) the governance of the community colleges; (3) sources of two-year college revenues; (4) tuition policies for credit and non-credit courses; (5) state funding mechanisms for various community college programs, including adult and continuing education; (6) the state's definition of adult education programs; and (7) the allocation of responsibility for adult education among various segments of education. (RO)

Designed to assist in the dissemination of views about educational issues associated with engineering education and its incorporation in general education, this bibliography presents a review of the literature in engineering education under seven headings. These include: (1) engineering and higher education, the social context; (2) the relationship between engineering and the sciences; (3) the engineering curriculum in higher education, aims and objectives; (4) the place of design in the engineering curriculum; (5) practical training for the undergraduate engineers; (6) educating engineers for management; and (7) the status of engineers and engineering. The organization of items within each of the seven categories is chronological and each category is prefaced with introductory comments. The annotations are limited to works published in English and mostly relate to engineering education in British universities. An author index is also provided. (ML)

This monograph is part of a series disseminated by the Florida Institute of Education for the purpose of summarizing and describing collaborative progams and activities among the different levels and sectors of education. The mission of the institute is to plan and develop such activities in support of the improvement of public education. Seven papers given at the 1984 conference on the Future of Colleges of Education are presented: (1) "The Teaching Profession as a Human Enterprise" (Ernest L. Boyer); (2) "Universities as Catalysts for Change" (Barbara W. Newell); (3) "The Future of the Teaching Profession in Florida" (Bob Graham); (4) "The Agenda is Excellence" (Michael Timpane); (5) "Effective Schools of Education: The Missing Link in School Reform" (Bernard R. Gifford); (6)"Snapshots of Educational Excellence" (Sue McKibbin); and (7) "Challenges for the Future of Colleges of Education" (David G. Imig). (JD)

The Nordic Conference of 1985 was convened for the purpose of fostering cooperation between science and technology educators within different fields and at different levels, with approximately 40 science and technology educators from Finland, Norway, Sweden, Denmark, India, the United States, and Yugoslavia participating. This report contains 27 contributed papers from the conference. Some of the topics addressed include: (1) teaching with computers; (2) physics instruction; (3) theory of mathematics education; (4) UNESCO's activities in science and technology education; (5) biotechnology teaching; (6) interdisciplinary environmental education; (7) every day chemical phenomena; (8) science and society; (9) student attitudes toward science; and (10) energy education. Also included are small groups and panel discussion reports, the conference schedule, and a list of the participants. (ML)

The Higher Education Act of 1965 fulfilled a dream for President Lyndon Baines Johnson. To understand this president's deep interest in education, one must first understand the factors which were responsible for the development of Lyndon Johnson, the man. His family background had much to do with his veneration of education. Both his parents and his grandfather had been educators and his father and grandfather had held public office. Thus, the tradition of public service was instilled in him at an early age. Later, as President, Johnson created a task force to reorganize the United States Office of Education. During his presidency, President Johnson secured the passage of some 60 education and education-related pieces of legislation. The amount of money invested in education almost tripled. Finally, Johnson's numerous educational accomplishments were curtailed by rising energy costs, inflation, and retrenchment during the subsequent, conservative administrations of Presidents Nixon, Ford, and especially Reagan. (BZ)

This document represents the final report of a workshop conducted by the Kenya Science Teachers' College in cooperation with Unesco's International Environmental Education Program (IEEP). The workshop was designed to: (1) familiarize teacher educators in Africa with the contents of a series of preservice and inservice teacher training modules in environmental education prepared by IEEP; (2) explore ways to adapt and use the modules in Unesco member states; (3) identify activities and documents on teacher training in environmental education; and (4) foster the exchange of information and experience in the development of environmental education programs in Africa. Included are the workshop agenda, descriptions of the preservice and inservice teacher training modules, and comments on a proposed environmental education course syllabus for teacher education colleges in Kenya. (TW)

Responding to the National Commission on Excellence in Education's report on the status of education in the United States, Secretary of Education, T. H. Bell, addresses six questions: (1) Given that the Commission discussed the federal, state, local, parental, and student roles and responsibilities, who should take the lead in education? (2) How can we do violence to the "status quo" on the local grassroots level? (3) What is the federal responsibility? (4) How shall we finance the sweeping reforms called for by the National Commission? (5) How do we solve the teacher competence problem? and (6) What is the role of higher education in promoting excellence? Besides answering these questions, Secretary Bell also concludes by offering 12 challenges to states, universities, parents, communities, and professional organizations. (JMK)

Twenty-seven participants from Asian countries shared their country's experiences in population education. There are four major chapters to the report. Chapter one reviews developments, trends, and problems in population education. Examined in the second chapter are the needs, requirements, and action programs for the qualitative improvement of population education at the national and regional levels. Regional cooperation in population education is the focus of chapter three. A summary of recommendations is provided in the fourth chapter. Annexes contain a list of participants, the texts of several addresses, and a chart outlining the accomplishments of the national population education programs in the areas of curriculum development, personnel training, research and evaluation, and documentation and information exchange. (RM)

The document is intended to assist educators in Nepal in implementing curriculum reform or improvement by using population education as a means. Procedural designs that can be followed are described. First, the goals of population education must be defined. Second, a decision has to be made as to which body of knowledge or population concepts are necessary to realize the stated goals and objectives. Third, subject areas into which population education can be infused or integrated must be identified at each grade level. Fourth, a scope and sequence of population education concepts must be developed. The fifth step in the process is the development of curriculum materials for teachers and students. Sixth, population education must be institutionalized in the educational system. And, finally, the population education curriculum materials must be evaluated. Throughout the document, examples and illustrations are provided, e.g., a scope and sequence chart is included. (RM)

This report on vocational training in the United Kingdom (UK) contains a general introduction, eight chapters, and two appendices. Chapter 1 describes the population of the UK, including the labor force, unemployment, and youth employment. Chapter 2 describes the economy of the UK. Chapter 3 describes initial education and training in the UK, including compulsory education, postcompulsory education, higher education, and work-based training programs. Chapter 4 describes adult education and training. The historical development of the UK education and training system is described in Chapter 5. Roles and responsibilities in the UK's training system are identified in Chapter 6. Chapter 7 describes the financing of training. Chapter 8 provides future perspectives for the UK's system. Appendix 1 provides a 17-item bibliography. Appendix 2 provides a selected listing of organizations concerned with training. (CML)

This paper reviews the major educational reform literature to identify commonalities of ways in which the reform movement is bringing changes to teacher education programs. The literature reviewed includes: (1) "A Nation at Risk: The Imperative for Educational Reform"; (2) "Tomorrow's Teachers: A Report of the Holmes Group"; (3) "A Nation Prepared: Teachers for the 21st Century"; (4) "Time for Results: The Governor's 1991 Report on Education"; and (5) "American Education: Making it Work: A Report to the President and the American People". Ways in which the reform movement is bringing changes to teacher education include: (1) elevation of standards; (2) reorganization of programs; (3) increasing clinical experiences; (4) stricter certification requirements; (5) mounting concerns regarding minority teachers; and (6) pairing and inducting issues. (Author/JD)

The purpose of this manual is to make available to adult educators and field extension workers in Kenya resource material that may be used in formal and nonformal training programs for the environmental education of a wide range of target groups. The document begins with a 26-item glossary, an introduction, a section on the document's use, background and context material, a philosophy and rationale section, and a section on perspectives on adult education. Thereafter come four sections that contain concepts, principles, processes, problems, issues, and ideas that are relevant to the themes of environmental health; agroforestry and rural development; population, environment, and development; and urban/industrial development. Within these four sections are bibliographies with a total of 79 references. A section on methodologies and instructional aids concludes the document. (CML)